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University  of  California 

Los  Angeles 

Form  L  I 


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I   OCT  2  1  ^926^ 
JUL  0      1928 


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AUG  9     1928 


JUL  1  7  1925 

Form  L-9 


OCT  2     15?8 


AUG  1      1929 


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'jiJN  '3     1930 
MAR   12  t93t 

JUL  1  3  1931 

MH      &  1932 

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MAY  1 9  1947 


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The  Curriculum  of  the  Horace 
Mann  Elementary  School 


By 

The  Teachers  of  the  Horace  Mann 
Elementary  School 

Teachers  College,  Columbia  University 


Reprinted  from  the  March  and  May,  1913,  Teachers  College  Record 
Second  Impression,  October,  1914 


l:>^^TO 


PUBLISHED  BY 

2IfarI|fr0  (UnUrgp,  Qlnhtmbia  UtttufrBttg 

NEW  YORK  CITY 
1913 


Copyright    1913    Teachers  College,  Columbia  University 


CONTENTS 

CHAPTER  PACK 

I.  Introduction        _       _       -       Henry   Carr  Pearson         i 
II.  Arithmetic  _--_-_---        3 

III.  Geography     ----------14 

IV.  Study  of  New  York  City      ------      45 

V.  History  ----------48 

VI.  Music      -----------64 

VII.  English  ___-_-----      77 

VIII.  Nature-Study      ---------     loi 

IX.  Industrial  Education     -       -      -      -      -      -      -120 

X.  Household  Arts       -      -      -      -      -      -      -      -152 

XL  Fine  Arts     ----------156 

XII.  Physical  Education       -------     181 


TEACHERS  OF  THE  HORACE  MANN   ELEMENTARY  SCHOOL 

1912-1913 


Henry  Carr  Pearson 

Clara  Mabel  Wheeler 

Florence  Mabel    McVey 

Evelyn  Batchelder 

Mildred   lone    Batchelder 

Alice    Elizabeth    Phelps 

Mary  A.   Oliver 

Myrtle  Garrison 

Roxana  A.   Steele 

Alice   Thompson 

Ida    Elizabeth   Robbins 

Florence    May    Marshall 

Elizabeth    Cleasby 

Maud  Vivian  Keyes 

Margaret   Con  dry 

Lura    Parker    Fitch 

Mary    Frederika   Kirchwey 

Mary   Gertrude    Peabody 

Siegried   Hansen   Upton 

Caroline    Woodbridge    Hotchkiss 

Lillian    Emily   Rogers 

Georgia  Farrand  Bacon 

Kate   Stuart   Anthony 

Lucia  Williams   Dement 

Helen  Latham 

Amy  Logan 

Robert    Josselyn    Leonard 

Lucy    Hess    Weiser 

Marie  Karcher  Brooks 

Laura  Bishop   Crandon 

Mary  Pcrie  Anderson 

Florence   Mary    Healy 

Marie  Louise  Dowd 

P.  Joseph  Kersey 

Florence  Stuart 

Fay    Williams 

George  Thomas  Holm 

Gertrude  T.  Harris 

Gertrude  Bigelow 


Principal 
First  Grade 
First  Grade 
Second  Grade 
Second  Grade 
Open  Air  Class 
Open  Air  Class 
Open  Air  Class 
Third  Grade 
Third  Grade 
Fourth  Grade 
Fourth  Grade 
Primary  Grades 
Fifth  Grade 
Fifth  Grade 
Fifth  Grade 
Sixth  Grade 
Sixth  Grade 
Sixth  Grade 
Seventh  Grade 
Seventh  Grade 
Seventh  Grade 
Domestic  Art 
Fine  Arts 
Music 

Domestic  Science 
Industrial  Arts 
Industrial  Arts 
French 
German 
Nature  Study 
Physical  Training 
Physical  Training 
Physical  Training 
Physical  Training 
Physical  Training 
Szi'imnung 
Grammar  Assistant 
Primarv  Assistant 


CURRICULUM    OF    HORACE    MANN    ELEMENTARY 

SCHOOL 

INTRODUCTION 

Henry  Carr  Pearson 

The  curriculum  of  the  Horace  Mann  Elementary  School,  as 
published  in  five  numbers  of  the  Teachers  College  Record  in 
1906  and  1907,  has  long  since  been  out  of  date  as  well  as  out  of 
print.  In  response  to  many  requests,  therefore,  this  revision  of 
the  course  of  study  is  published. 

The  changes  from  the  former  curriculum,  while  they  are  numer- 
ous, have  been  the  result  of  a  gradual  growth  during  the  past  six 
years.  The  administration  of  the  school  leaves  the  principal  and 
the  teachers  peculiarly  free  to  modify  their  methods  of  teaching 
and  the  subject  matter  of  instruction  whenever  it  seems  best  to 
do  so  in  view  of  the  best  interests  of  the  pupils  and  in  accordance 
with  the  best  accepted  educational  practice.  The  specific  changes 
that  have  been  made  are  noted  in  the  introductory  statements 
under  each  subject. 

The  Study  of  New  York  City,  which  is  outlined  in  Chapter  IV, 
is  an  organized  attempt  to  prepare  our  pupils  to  take  a  more 
intelligent  and  enthusiastic  interest  in  civic  betterment.  As  they 
become  better  acquainted  with  local  history  and  tradition  and 
with  our  best  artistic  possessions,  as  they  come  to  realize  the 
great  social  problems  growing  out  of  the  industrial  life  of  their 
city  and  the  organizations  of  good  citizens  that  are  working  to 
solve  such  problems,  we  hope  that  they  themselves  will  soon 
develop  a  high  type  of  civic  responsibility. 

There  will  be  noted  an  attempt  in  some  subjects  to  organize 
the  subject  matter  around  certain  large,  fundamental  questions 
or  problems.  In  actual  school-room  procedure  this  method  is 
used  more  than  is  apparent  in  this  published  curriculum.  We 
have  found  that  this  method  of  approach  to  lessons  stimulates 


2  Curriculum  of  Horace  Mann  Elementary  School 

interest  in  the  pupils,  gives  a  pointedness  to  the  instruction,  and 
furnishes  situations  that  are  favorable  to  good  thinking.  As 
we  shall  have  more  experience  with  this  type  of  teaching,  we 
expect  to  learn  ways  and  means  of  carrying  it  still  further  and 
of  organizing  our  curriculum  more  and  more  upon  this  basis.  An 
ideal  curriculum  may  be  conceived  to  be  a  group  of  problems  of 
vital  interest  to  children  and  dealing  with  the  fundamental 
aspects  of  knowledge,  but  at  present  we  are  able  only  to  approxi- 
mate such  an  ideal. 

This  statement  of  the  curriculum  is  organized  from  the  stand- 
point of  the  conventional  school  subjects,  rather  than  from  the 
point  of  view  of  the  grade,  as  was  the  case  in  the  curriculum 
of  1906.  This  may  give  the  impression  that  these  school  subjects 
are  sharply  differentiated  from  one  another.  Such  is  not  the 
case,  however,  as  this  curriculum  works  itself  out  in  the  life  of 
the  child,  for  there  is  much  natural  correlation  and  interaction 
between  the  different  subjects.  At  the  same  time  we  try  to  avoid 
the  disadvantages  of  making  correlation  an  end  in  itself,  and  of 
thereby  denying  the  child  the  opportunity  of  feeling  the  logical 
unity  of  each  subject. 

It  has  been  our  purpose  to  have  this  curriculum  reflect  the 
experience  and  opinion  of  the  entire  teaching  staff  of  the  school. 
As  a  result  the  outlines  were  first  prepared  by  various  committees 
of  teachers  and  then  presented  to  the  whole  group  for  discussion 
and  modification.  After  subsequent  conferences  with  the  princi- 
pal and  supervisors  the  outlines  assumed  their  present  form. 


ARITHMETIC 

The  general  tendency  in  the  teaching  of  elementary  mathe- 
matics at  the  present  time  seems  to  point  first,  toward  the  intro- 
duction of  problems  which  have  to  do  with  the  conditions  of 
life  in  the  sections  where  the  pupils  live ;  second,  toward  a  kind 
of  drill  which  shall  make  for  greater  speed  and  accuracy  in  the 
four  fundamental  processes ;  third,  toward  enlisting  a  broad- 
minded  and  self-dependent  attitude  in  the  pupil's  approach  to 
problems ;  and  fourth,  toward  a  familiarity  with  numbers 
through  their  daily  use  in  manual  arts  and  games.  That 
thoroughness  in  mathematics  can  never  be  gained  by  pupils  except 
through  interest  has  been  plain  for  more  than  a  century.  So  the 
old  mechanical  routine  drill  has  gradually  been  transformed  until 
in  the  modern  schools  we  find  a  new  and  wideawake  activity 
which  extends  and  amplifies  in  the  class  room  those  experiences 
of  the  family  and  social  life  which  have  to  do  with  numbers. 

In  the  elementary  grades  teachers  have  been  studying  to 
provide  a  number  background  related  at  all  points  with  everyday 
life.  That  arithmetic  has  a  place,  and  an  important  one,  in  such 
everyday  life  for  the  average  citizen,  we  are  convinced.  That 
the  habits  of  accuracy  and  concentration  upon  one's  work  which 
this  study  inculcates  are  as  much  as  ever  necessary,  we  have 
daily  proof.  In  a  letter  to  a  leading  newspaper  of  New  York 
City,  a  prominent  merchant  of  wide  experience  recently  com- 
mented on  the  increasing  inaccuracy  of  our  young  people.  In 
the  growing  carelessness  and  inattention  to  details,  which  all 
classes  of  employers  have  to  contend  with  in  their  workers,  lie 
strong  arguments  for  renewed  attention  to  the  study  which  makes 
for  carefulness  and  for  close  attention  to  and  correctness  of 
detail.  In  the  need  so  apparent  at  the  present  time  of  better 
home  and  business  economics,  we  see  the  necessity  of  so  relating 
our  arithmetic  to  daily  life  that  every  citizen  may  be  prepared 
to  cope  skillfully  with  his  own  economic  problems. 

There  are  several  main  lines  along  which  the  normal  activities 


4  Curriculum  of  Horace  Mann  Elementary  School 

of  social  living  have  to  do  with  number.  From  very  early  times 
man  has  loved  the  rhythmic  repetition  of  forms,  colors,  sounds, 
and  motions.  He  has  kept  scores  or  a  tally  in  some  fashion. 
He  has  loved  to  barter.  Children  still  love  to  do  these  very 
things,  and  can  be  led  to  an  acquaintance  with  mathematics  along 
these  lines  with  ease,  interest,  and  profit.  There  is  not  the 
slightest  reason  why  learning  about  numbers  should  not  be  as 
pleasurable  and  spontaneous  as  learning  to  read,  and  it  should 
begin,  too,  at  about  the  same  period  of  the  child's  life.  Arithmetic 
gives  him,  moreover,  the  opportunity  of  overcoming  obstacles, 
which,  rightly  presented,  is  a  source  of  greatest  joy.  There  is  a 
keen  intellectual  delight  in  solving  difficult  problems  which  the 
older  generation  knew,  and  which  should  not  be  denied  to  the 
younger. 

The  subjoined  course  of  study  in  arithmetic  was  planned  by  a 
committee  of  teachers  especially  interested  in  mathematics,  and 
was  discussed  and  revised  by  the  entire  teaching  force  of  the 
school  working  together  in  a  series  of  meetings.  We  have 
tried  in  it  to  bring  the  subject  up-to-date  by  weeding  out  those 
topics  no  longer  in  use  in  the  life  of  to-day,  and  by  introducing 
others  of  current  interest.  We  have  taken  into  account  the  chil- 
dren's natural  love  of  repetition,  of  playing  games  with  numbers, 
and  of  keeping  score.  We  have  insisted  upon  thorough  reviews 
at  the  beginning  of  each  year.  The  course  as  here  planned  calls 
for  seven  years  of  arithmetic.  We  hope,  however,  by  greater 
concentration  all  along  the  line,  and  by  pushing  forward  some 
of  the  business  arithmetic  into  the  Sixth  Grade,  to  complete  most 
of  the  work  in  six  years.  This  will  leave  the  seventh  year  free 
to  take  up  elementary  work  in  algebra  and  geometry. 

In  the  First  Grade  work,  number  games  with  large  domino 
cards  and  with  a  modified  shuffle  board  and  with  other  devices, 
combined  with  counting  and  measuring,  supply  the  larger  part 
of  the  number  study.  The  pupils  choose  sides  in  the  games 
and  the  leader  keeps  score  on  the  blackboard,  thus  easily  and 
naturally  learning  to  write  figures.  The  leaders  change  from 
day  to  day  so  that  all  may  have  opportunity  for  practice  in 
the  scorekeeping.  The  greater  part  of  the  exercises  in  industrial 
arts  involves  measuring,  as  does  also  the  garden  work,  so  that  the 
children  gain  thereby  considerable  facility  in  dealing  with  num- 


Arithmetic  5 

bers.  There  is  no  text-book  work,  but  every  opportunity  to 
introduce  numbers  in  distributing  material,  counting  material, 
and  other  class-room  activities,  is  utilized  by  the  teacher. 

In  the  Second  Grade  more  formal  work  begins.  The  pupils 
count  as  indicated  in  the  outline  and  are  drilled  to  do  so  accurately 
and  rapidly.  Often  they  judge  of  time  by  counting,  clapping 
hands,  hopping  or  skipping  in  time  to  the  count,  thus  bringing 
into  play  the  rhythmic  repetition  beloved  by  primitive  races.  Oral 
and  written  addition  and  subtraction  drills  are  given,  and  written 
work  not  involving  carrying  is  placed  on  the  blackboard.  From 
counting,  the  pupils  learn  the  multiplication  tables  through  ten 
times  five,  while  the  inverse  cases  of  these  introduce  them  to  divi- 
sion. With  objects  they  find  halves  and  fourths  of  numbers,  and 
through  much  practice  in  measuring  lengths  and  liquids  learn  to 
handle  these  two  fractions  readily.  In  this  way  they  also  learn 
the  relation  of  pint  to  quart,  of  quart  to  gallon ;  of  inch  to  foot, 
and  of  foot  to  yard.  As  the  pupils  write  combinations  on  the 
blackboard,  the  signs  of  addition,  subtraction,  multiplication,  and 
division,  are  supplied  by  the  teacher  when  the  need  arises,  until 
through  use  they  grow  familiar.  Telling  time  by  the  clock 
becomes  vitally  interesting  this  year  and  furnishes  an  opportunity 
for  teaching  the  Roman  numerals  I  to  XII.  The  number  games 
before  school  and  at  odd  moments  call  now  for  higher  scores 
and  for  more  difficult  operations,  and,  with  the  work  in  industrial 
arts,  call  for  and  give  closer  familiarity  with  numbers  and 
measures.  Near  the  close  of  the  year  the  pupils  are  given  a  text- 
book. 

Each  year  commences  with  a  thorough  review  of  the  previous 
year's  work,  but  we  try  to  have  the  reviews  from  year  to  year 
vary  sufficiently  to  seem  new  to  the  pupils.  With  a  summer 
vacation  of  four  months,  these  reviews  are  not  only  important 
but  indispensable,  especially  in  the  earlier  grades  where  the 
fundamental  number  combinations  are  taught. 

After  reviewing  the  Second  Grade  work,  the  Third  Grade 
teacher  has  much  to  accomplish.  The  multiplication  tables  are 
completed  through  twelves  with  rhythmic  motion  drills  and  other 
devices  similar  to  those  of  the  preceding  year.  The  pupils  play 
store  and  bring  various  articles  to  school  which  are  sold  for 
toy  money.    This  game,  which  is  of  absorbing  interest,  introduces 


6  Curriculum  of  Horace  Mann  Elementary  School 

a  great  variety  of  number  operations.  The  pupils  invent  many 
little  problems  in  connection  with  this  game,  make  change, 
become  more  familiar  with  the  various  coins,  and  get  much  drill 
of  an  interesting  sort  in  addition,  subtraction,  multiplication,  and 
division.  The  written  subtraction  of  the  grade  involves  numbers 
of  four  orders ;  in  addition,  where  numbers  of  three  orders  only 
are  added,  the  sum  does  not  exceed  four  orders ;  in  multiplication 
and  division,  the  multipliers  and  divisors  respectively  are  of  one 
order,  the  multiplicands  and  dividends  of  four  orders.  The  effort 
is  always  to  work  with  numbers  which  will  seem  real  to  the 
children  and  to  keep  close  to  the  concrete.  Thirds,  sixths,  and 
eighths  are  the  new  fractions  this  year  and  much  use  of  them 
is  made  in  measuring. 

The  Fourth  Grade  work  is  so  closely  associated  with  that  of 
the  Third  Grade  that  thorough  review  is  especially  important. 
The  counting  is  continued  and,  besides  that  involved  in  the 
multiplication  tables,  variety  is  introduced  by  beginning  with 
I,  2,  etc.,  to  ID,  and  adding  2's,  3's,  etc.,  to  I2"s.  The  pupils  are 
taught  to  use  freely  the  terms  sum,  addend,  minuend,  subtrahend, 
difiference,  multiplier,  multiplicand,  product,  dividend,  divisor, 
and  quotient,  in  speaking  of  the  numbers  used  in  the  various 
processes.  Long  division  is  the  principal  feature  of  the  year's 
work.  In  preparation  for  it  the  pupils  are  drilled  in  reading  and 
writing  numbers  to  one  million.  After  the  process  of  long 
division  has  been  thoroughly  made  clear,  the  emphasis  of  the 
work  is  upon  drill  for  speed  and  accuracy,  and  the  text-book 
gives  a  variety  of  examples  designed  for  this  use.  Care  has  to 
be  taken  lest,  in  their  zeal  for  learning  the  new  process,  pupils 
forsake  short  division  entirely,  and  we  are  compelled  to  insist 
strongly  that  short  division  be  used  wherever  divisors  are  of 
one  figure,  or  of  one  figure  followed  by  ciphers.  In  this  grade, 
too.  the  common  weights  and  measures  are  formally  set  forth 
in  tables  and  memorized.  Problems  from  the  text-book  involving 
but  one  process  are  explained  and  solved  by  the  pupils. 

The  counting  contests  in  Grade  Five,  where  children  choose 
sides  and  count  by  sixes,  sevens,  eights,  and  nines,  serve  as  a  review 
and  a  rapid  drill.  The  work  of  the  year  is  the  gathering  up  of 
the  facts  about  fractions  already  learned  in  the  lower  grades,  and 
the  application  of  the  four  fundamental  processes  of  addition, 


Arithmetic  7 

subtraction,  multiplication,  and  division  to  work  with  the  common 
and  decimal  fractions  used  in  daily  life.  A  card  game  in  addition 
and  subtraction  is  used  at  odd  minutes.  The  pupils  make  and 
solve  simple  problems,  in  addition  to  those  supplied  by  the  text- 
book, involving  the  use  of  common  and  decimal  fractions.  Prob- 
lems from  the  household  milk  bills,  which  in  our  city  are  always 
made  out  in  eighths,  fourths,  or  halves  of  pints  and  quarts,  prove 
interesting  and  very  practical.  The  industrial  arts  lessons  also 
call  for  much  use  of  small  fractions. 

Counting  in  Grade  Six  is  amplified  by  using  25,  33^,  8^,  15, 
and  16  as  the  units  in  addition  to  those  already  used  in  lower 
grades,  thus  paving  the  way  for  the  use  of  business  per  cents  to 
come.  A  thorough  drill  in  percentage  is  the  main  feature  of  this 
grade,  applying  it  constantly  to  the  uses  of  daily  life.  Thus 
the  pupils  find  the  average  of  mistakes  in  their  own  papers,  the 
percentage  of  answers  correct,  the  number  of  pupils  absent  each 
day,  and  what  per  cent  are  present,  etc.  In  their  games  and 
in  scoring  there  are  other  opportunities  of  finding  the  percentage 
of  games  won  per  side,  the  percentage  lost,  etc.,  until  the  per- 
centage idea  becomes  a  familiar  and  practical  one.  The  text- 
book gives  many  practical  problems  along  the  same  lines,  but 
some  of  our  best  problems  are  made  by  the  pupils  themselves. 
For  those  in  discount,  they  frequently  use  the  lists  of  mark-down 
sales  found  in  circulars  sent  to  their  houses  by  the  big  department 
stores  or  taken  from  the  advertisements  in  the  daily  papers.  For 
those  in  interest,  they  use  their  own  savings  bank  books.  In 
their  geography  text-book  they  find  data  which  help  them  to 
reckon  the  percentage  of  foreign-born  citizens  of  each  nation,  and 
in  connection  with  nature-study  they  reckon  the  air  pressure  in 
storms. 

In  the  Seventh  Grade  a  general  review  of  arithmetic,  with 
special  emphasis  on  the  principles  underlying  each  process,  is 
undertaken.  The  pupils  are  shown  the  importance  in  this  review 
of  thoroughly  understanding  the  fundamental  processes  of 
arithmetic,  so  that  they  may  be  better  equipped  for  the  business 
of  life.  As  the  fundamental  work  of  the  year  is  to  be  "  business 
operations,"  the  pupils  are  zealous  to  understand  and  apply  the 
facts  of  numbers  and  to  acquire  facility  in  handling  numbers. 
As  in  all  the  grades  the  custom  is  to  devote  the  first  five  minutes 


8  Curriculum  of  Horace  Ma7in  Elementary  School 

of  each  recitation  to  some  form  of  rapid  drill  varied  from  day 
to  day  to  meet  the  needs  which  arise.  Every  third  week  addition 
records  are  kept,  each  pnpil  striving  to  outdo  himself  in  five 
minutes"  intensive  addition  by  keeping  his  own  score  from  day 
to  day.  After  a  week  the  scores  are  put  away,  and  counting 
to  review  the  multiplication  tables  takes  the  place  of  the  addition, 
then  rapid  fire  drill  in  division  and  subtraction  are  substituted 
for  another  week.  After  a  few  weeks  the  pupils  return  to  their 
addition,  refreshed  and  prepared  to  make  yet  higher  scores. 

The  work  in  business  operations  is  introduced  by  lessons  in 
keeping  accounts,  in  the  uses  and  kinds  of  banks,  and  some  pre- 
liminary instruction  is  given  in  writing  orders  for  goods  and  in 
making  out  bills,  drafts,  and  notes.  Then  comes  the  practical 
application.  Each  pupil  selects  a  business,  and  is  given  a  sum 
of  money  in  school  currency.  The  room  is  thrown  open  for 
trading  and  the  pupils  make  out  written  orders,  bills,  to  be  paid 
by  check,  draft  or  money  order.  All  papers  are  subject  to  the 
teacher's  approval.  Mistakes  of  any  sort  are  subject  to  fines  in 
school  currency,  the  teacher  and  pupils  checking  each  other.  A 
bank  of  deposit  is  opened  in  which  all  money  is  deposited  to  be 
drawn  upon  for  the  payment  of  accounts,  and  each  pupil  balances 
his  own  ledger  daily.  The  time  given  to  this  work  is  one  period 
a  week  for  about  twelve  weeks.  Meanwhile,  at  other  periods, 
the  pupils  discuss  and  solve  the  text-book  problems  in  ratio  and 
simple  proportion,  in  mensuration,  in  longitude  and  time,  and  in 
the  use  of  the  simple  equation.  The  business  periods  serve  as  a 
strong  incentive  to  proficiency  in  the  other  w^ork,  as  only  pupils 
who  are  efficient  in  this  are  allowed  to  compete  for  the  position  of 
cashier  in  the  school  bank.  The  cashiers  serve  for  one  month 
only  and  take  entire  charge  of  the  bank  ledger  and  bank  books 
which  are  checked  up  at  the  end  of  the  month,  errors  being  subject 
to  fine. 

FIRST  GRADE 

Counting.  Let  the  pupils  count  from  i  to  loo  by  I's,  from 
ID  to  loo  by  lo's.    Drill  often  enough  to  gain  rapidity  in  counting. 

Addition.  Teach  concretely  all  combinations  of  two  numbers 
whose  sum  does  not  exceed  ten. 


Arithmetic  9 

Subtraction.  Teach  the  inverse  cases  of  addition.  Work 
for  speed  and  facility  in  both  addition  and  subtraction  through 
handHng  a  variety  of  material. 

Measures.  Teach  the  children  to  recognize  and  compare  the 
inch  and  foot;  the  cent,  nickel,  dime,  and  dollar;  the  day,  week, 
month,  and  year. 

Symbols.     Teach  the  figures  i,  2,  3,  4,  5,  6,  7,  8,  9,  and  o. 

Problems.  Give  many  oral  problems  connected  with  industrial 
arts  and  gardening,  and  involving  only  one  operation. 

Recreations.  Let  the  pupils  play  dominoes  and  other  games 
involving  simple  additions  and  subtractions  or  counting. 


SECOND  GRADE 

Review  work  of  Grade  1. 

Counting.  Have  the  children  count  by  2's  to  20,  beginning 
with  o  and  i ;  by  3's  to  30,  beginning  with  o,  i  and  2 ;  by  4's  to 
40,  beginning  with  o,  i,  2  and  3;  by  5's  to  50,  beginning  with 
o,  I,  2,  3  and  4,  in  preparation  for  addition  and  multiplication 
tables. 

Addition.  Teach  the  children  to  add,  o,  i,  2,  3,  4,  5,  6,  7,  8 
and  9,  to  any  number  not  exceeding  ten.  Oral  work  should 
predominate,  this  being  followed  by  written  work  evolved  from 
it.     In  the  written  work  no  "  carrying  "  should  be  involved. 

Subtraction.  Let  the  inverse  cases  of  addition  be  taught  as 
in  Grade  L 

Multiplication.    Teach  the  tables  through  10  times  5. 

Division.  Teach  the  inverse  cases  of  the  above  tables  and 
give  exercises  in  finding  halves  and  fourths  of  numbers. 

In  all  four  operations  work  for  facility  in  handling  numbers 
rapidly  and  accurately. 

Fractions.  Teach  the  children  to  add  and  subtract  halves 
and  fourths  by  using  the  measures  taught  in  Grade  I. 

Symbols.  Use  the  signs  of  addition,  subtraction,  multiplica- 
tion, and  division  as  may  seem  advisable,  putting  little  stress 
upon  them.  Teach  the  writing  of  numbers  to  i.ooo;  teach  the 
Roman  numerals  of  the  clock  face,  I  to  XII. 

Measures.    Teach  the  quarter  and  half  dollar ;  foot  and  yard  ; 


lO         Curriculum  of  Horace  Mann  Elementary  School 

pint,  quart,  and  gallon;  how  to  tell  time  by  the  clock;  and  how 
to  write  the  current  date. 

Problems.  Give  problems  as  suggested  in  the  preceding  grade 
and  involving  the  new  relations  learned  this  year.  Give  also  prob- 
lems in  measuring  the  looms  and  boxes  made  in  industrial  arts 
lessons. 

RECREATION'S.  Continue  more  difficult  domino  and  other  num- 
ber games. 

Text-Book.  Smith's  "  Primary  Arithmetic  "  may  be  intro- 
duced this  year  or  postponed  to  Grade  III  at  the  discretion  of 
the  teacher. 

THIRD  GRADE 

Review  thoroughly  the  work  of  Grade  II. 

Counting.     See  Multiplication. 

Addition.  Review  the  45  combinations  with  applications. 
Give  much  rapid  oral  drill  on  single  column  addition. 

Teach  written  addition  with  numbers  of  three  orders  including 
dollar  and  cents,  involving  "  carrying." 

SuBTR.\CTiON.  Teach  the  making  of  change.  Give  frequent 
rapid  oral  drill,  handling  material  when  necessary  as  in  Grade  II. 

Teach  written  work  with  numbers  of  four  orders  in  which 
some  of  the  digits  of  the  subtrahend  exceed  those  of  the  minuend. 

Multiplication.  Continue  counting  through  12's,  thus  com- 
pleting the  tables.    Let  oral  work  predominate. 

Written  :  Teach  the  multiplication  of  numbers  of  four  orders 
by  numbers  of  one  order. 

Division.   Give  much  oral  drill  within  the  multiplication  tables. 

Written :  Teach  the  division  of  numbers  of  four  orders  by 
numbers  of  one  order. 

Fractions.  Halves,  thirds,  fourths,  sixths,  eighths.  Oral 
work  in  addition,  subtraction  and  reduction. 

Measures.  Teach  and  compare  the  ounce  and  pound ;  the 
square  inch  and  square  foot.  Use  these  measures  in  illustrating 
the  multiplication  tables. 

Symbols.  Reading  and  writing  of  numbers  as  required. 
Roman  numerals  to  XX. 

Problems.  Let  the  pupils  make  and  solve  original  problems 
of  one  step  and  also  solve  simple  problems  from  text-book. 


Arithmetic  1 1 

Text-Book.     Smith's  "Primary  Arithmetic"  to  page  129. 
Recreations.     Playing  store  and  number  games. 


FOURTH  GRADE 

Review  systematically  the  work  of  the  preceding  years. 

Counting.  Drill  on  counting  by  2's,  3's,  4's,  etc.,  to  12's, 
beginning  with  i,  etc.,  to  10  and  keeping  within  the  limits  of  the 
multiplication  tables. 

Addition  and  Subtraction.  Continue  making  change  as  in 
Grade  III,  Give  much  rapid  oral  work,  using  tens  and  units, 
laying  special  stress  on  combinations  where  nine  occurs.  Give 
written  work  with  numbers  of  four  or  more  orders,  checking  all 
answers.  Use  familiarly  the  terms  sum,  addend,  minuend,  subtra- 
hend, difference. 

Multiplication  and  Division.  Introduce  multipliers  and 
divisors  of  two  and  three  orders.  Always,  where  divisors  are  less 
than  13  and  where  divisors  are  multiples  of  ten,  encourage  the 
use  of  short  division.  Use  constantly  the  terms  multiplier,  multi- 
plicand, product,  dividend,  divisor,  quotient,  remainder. 

Fractions.    Continue  work  of  the  Third  Grade. 

Measures.  Use  these  as  in  Grade  III  and  change  from  lower 
to  higher  denominations.  Set  forth  the  common  weights  and 
measures  in  the  form  of  tables. 

Symbols.  Teach  the  children  to  read  and  write  numbers  to 
one  million.    Roman  numerals  XX  to  L. 

Problems.  Smith's  "  Primary  Arithmetic,"  pages  129-222. 
Analyze  the  problems  and  give  approximate  results.  Solve  the 
entire  problem  where  this  seems  advisable. 

Recreations.  Playing  fire-engine  game,  keeping  game  score 
in  various  ways.  Use  other  number  games  whenever  there  seems 
any  advantage  in  so  doing. 


FIFTH  GRADE 

Review  thoroughly  the  work  of  Grade  IV. 

Counting.  Continue  as  in  Grade  IV,  with  much  drill  on  6's, 
fs,  8's  and  9's.  Add,  counting  by  I2><  and  by  16^  to  100, 
also  by  20  to  200. 


12         Curriculum  of  Horace  Mann  Elementary  School 

Common  and  Decimal  Fractions.  Teach  the  four  operations, 
using  only  the  small  fractions  of  ordinary  business.  Give  concrete 
work  continually  and  apply  the  subject  particularly  to  industrial 
arts. 

Let  oral  work  precede  and  dominate  the  written  work.  Teach 
factoring  and  use  constantly  in  addition  to  terms  ^jreviously 
mentioned,  the  words  plus,  minus,  factor,  multiple,  mixed  number, 
proper  and  improper  fraction,  numerator,  and  denominator. 
Reduce  common  fractions  to  decimal  fractions,  and  vice  versa. 

Problems.  Solve  simple  problems  involving  the  use  of  small 
common  and  decimal  fractions,  and  make  out  simple  bills  and 
accounts.  Check  the  problems  constantly.  Teach  the  casting  out 
of  nines  as  a  check  on  multiplication. 

Symbols.    Roman  numerals  to  lOO. 

Measures:  Use  the  fractional  part  of  the  foot,  yard,  rod; 
pound,  ounce ;  pint,  quart,  gallon ;  peck,  bushel. 

Recreations.    Counting  contests. 

SIXTH  GRADE 

Review  common  and  decimal  fractions. 

Counting.  Teach,  in  addition  to  previous  work,  counting  by 
25  to  200,  333/3  to  100,  Sy^  to  100,  15  to  90,  16  to  48  and  review 
the  work  in  counting  done  in  all  the  lower  grades. 

Denominate  Numbers.  Teach  the  reduction  of  common 
denominate  numbers  and  give  a  brief  drill  in  the  four  operations, 
using  numbers  of  but  two  denominations  with  practical  applica- 
tions to  the  grade  lessons  in  sewing  and  carpentry. 

Percentage.  Drill  upon  common  business  per  cents  and  their 
fractional  and  decimal  ecjuivalents,  changing  from  one  form  to 
another  until  these  are  well  fixed  in  the  memory.  Teach  the 
different  cases  in  percentage  by  using  them  in  practical  problems. 
Use  constantly  the  terms  plus,  minus,  reduce,  reduction,  lower 
and  higher  terms,  sum,  difference,  amount,  per  cent  of,  rate, 
percentage,  product,  quotient,  and  all  the  common  arithmetical 
terminology. 

Teach  simple  interest,  discount,  commission,  profit  and  loss. 

Problems.  Teach  fomial  analysis  of  problems  in  steps  and 
continue    the    judging    of    probable    results.      Employ    various 


Arithmetic  13 

methods  of  checking  results,  and  always  insist  on  some  check 
being  used. 

In  written  problems  have  the  analysis  written  side  by  side 
with  the  work,  its  importance  insisted  upon,  and  the  steps 
numbered. 

Text-Book.  Smith's  "  Grammar  School  Arithmetic,"  pages 
90-213,  omitting  mensuration  and  the  more  difficult  problems  for 
analysis. 

Symbols.    Roman  numerals  to  M. 

Recreations.  Team  work  and  contests  in  counting  and  in 
rapid  drills. 

SEVENTH  GRADE 

Review.  Give  a  general  review  of  arithmetic,  with  special 
emphasis  on  mechanical  efficiency  and  with  some  attention  to  the 
principles  underlying  the  processes  already  learned.  Give  a  little 
of  the  history  of  these  processes. 

Ratio.  Teach  ratio  as  a  form  of  comparison  by  division  and 
apply  it  in  solving  problems.  Teach  simple  proportion  as  an 
equation  and  apply  it  in  measuring  heights. 

Business  Operations.  Teach  how  to  keep  and  balance  simple 
accounts  and  how  to  make  out  and  use  such  business  papers  as 
bills,  drafts,  orders,  checks  and  notes.  Show  how  to  compute 
interest  by  6%  method. 

Longitude  and  Time.  Relate  this  to  the  work  being  done  in 
geography,  dwelling  chiefly  upon  the  subject  of  Standard  Time. 

Mensuration.  Teach  the  children  to  find  the  area  and  dimen- 
sions of  the  rectangle,  triangle,  circle,  and  trapezoid.  Use  paper 
cutting  for  the  development  of  this  work.  Apply  the  table  of 
cubic  measure  in  finding  the  contents  of  boxes,  etc. 

Problems.  Continue  the  work  of  Grade  VI  and  teach  the 
solutions  of  text-book  and  original  problems  by  the  use  of  the 
simple  equation. 

Text-Book.  Smith's  "  Grammar  School  Arithmetic,"  pages 
2 14-234,  254,311,  326-346,  369-390. 

Recreations.  School  banking  and  business  transactions. 
Card  games  in  multiplication  and  division,  in  constructive 
geometry.     Arithmetical  puzzles. 


GEOGRAPHY 

INTRODUCTION 

The  earth  is  the  home  of  man.  He  lives  upon  its  surface, 
moves  over  its  waters,  and  breathes  the  air  which  envelops  it. 
It  prompts  and  influences  his  energies.  Thiough  his  efforts  to 
adapt  himself  to  the  physical  laws  and  conditions  which  govern 
the  earth,  man  learns  to  understand  the  laws,  to  respect  the  con- 
ditions, and  to  adjust  the  earth's  resources,  so  far  as  possible,  to 
meet  his  needs.  Therefore,  a  study  of  the  earth  without  con- 
sidering the  life  and  work  of  mankind  would  be  dry  and 
meaningless  and  would  make  our  work  ungeographical. 

This  point  of  view  has  guided  our  work  in  the  past  and 
still  controls  it,  in  spite  of  the  many  changes  recently  made  in 
the  course  of  study.  The  character  of  these  changes,  outlined 
below,  is  twofold.  First,  we  have  tried  to  select  from  the  mass 
of  geographic  details  which  fill  our  modern  text-books,  those 
which  seem  to  bear  most  directly  upon  the  economic  and  social 
life  of  the  peoples  of  the  globe,  and  from  the  body  of  facts  still 
further  to  determine  an  "  essential  minimum "  which  every 
grammar  school  pupil  should  possess.  Secondly,  the  order  and 
presentation  of  this  minimum  have  been  arranged  with  the  aim 
of  making  sure  that  it  becomes  a  "  permanent  possession." 

The  reasons  for  beginning  geography  with  observations  in  the 
home  field  are  too  well  known  to  need  defending  here.  Our 
children  come  to  school  along  crowded  thoroughfares ;  below 
the  ground,  above  it,  and  on  its  surface,  they  see  the  movement 
of  peoples  and  commodities.  The  city  is  the  child's  laboratory, 
and  it  is  to  this  busy  life  that  we  must  appeal  for  notions  with 
which  he  may  image  the  remote  areas  beyond  his  vision.  Home 
geography  and  history,  therefore,  are  begun  in  the  Third  Grade 
through  a  study  of  the  early  history  of  Manhattan  Island.  The 
idea  of  trade  and  exchange  is  the  basis  for  our  study  of  the 
Indian  life  on  the  island  and  the  later  civilization  of  the  Dutch 

14 


Geography  1 5 

and  English,  this  in  turn  leading  to  the  use  of  the  globe  and 
finally  to  a  brief  consideration  of  the  belts  of  extreme  tempera- 
ture and  the  people  who  inhabit  them. 

No  exhaustrve  study  of  home  environment  and  conditions  can 
be  made  in  primary  grades,  but  by  the  time  our  pupils  leave 
the  elementary  school  they  should  possess  a  distinct  geographic 
knowledge  of  their  city  and  state;  moreover,  we  have  failed  if 
we  have  not  developed  in  them  some  ability  to  image  and 
interpret  things  beyond  their  horizon  by  means  of  things  seen 
and  handled.  Realizing  that  this  power  of  imagination  and  inter- 
pretation grows  with  maturity,  we  have  made  a  place  for  home 
geography  in  every  year  where  geography  is  a  part  of  the  cur- 
riculum, placing  the  emphasis  in  each  year  on  the  aspects  of 
the  subject  best  fitted  to  the  pupil's  experience  and  interest. 
This  makes  possible  a  fuller  realization  of  our  ideal  to  use 
continually  the  old  related  knowledge  to  comprehend  the  new, 
and  makes  impossible  the  practice  of  closing  the  door  on  one 
continent  when  another  is  begun. 

In  the  Fourth  Grade  the  work  on  the  home  environment  grows 
out  of  the  ideas  gained  in  the  Third  Grade,  that  New  York  is  a 
great  trading  center,  that  there  is,  therefore,  a  necessity  for  rapid 
means  of  transportation  and  communication.  A  brief  study  is 
made  of  our  streets,  tunnels,  and  bridges ;  how  they  knit  together 
the  scattered  parts  of  our  city ;  how  traffic  is  accommodated  and 
expedited ;  and  how  our  streets  are  made  safe  and  attractive  for 
city  dwellers.  In  this  year  the  study  of  a  continent  first  begins. 
Certain  topics  from  North  America  are  selected  and  the  work 
is  based  upon  man's  need  for  food,  clothing,  and  shelter.  Where 
and  how  the  raw  products  are  obtained,  manufactured,  and 
distributed,  and  the  influence  of  climate,  soil,  and  surface  upon 
these  products  form  the  chief  topics  of  the  year.  The  pupil 
observes  weather  conditions  and  interprets  the  distant  from  the 
near ;  he  studies  the  kinds  of  soil  about  him  and  gains  a  notion 
of  the  geographical  conditions  in  the  great  agricultural  areas  of 
the  United  States  and  Canada.  As  he  works  with  textiles  and 
clays  in  his  study  of  the  industrial  arts,  he  learns  something  of 
the  processes  required  and  the  labor  necessary  to  change  the 
raw  material  into  the  finished  product  and  to  carry  it  where  it 


i6         Curriculum  of  Horace  Mann  Elementary  School 

is  needed.  He  is  drilled,  also,  in  the  location  of  a  few  important 
places. 

Home  geography  in  the  Fifth  Grade  means  a  knowledge  that 
New  York  is  the  chief  gateway  for  the  thousands  of  foreigners 
who  flock  every  year  to  our  shores,  that  for  this  reason  it  is  a 
more  cosmopolitan  city  than  London,  and  that  of  necessity  it 
plays  an  important  part  in  the  government  regulation  of  immigra- 
tion. From  the  knowledge  of  the  country's  resources  gained  in 
the  Fourth  Grade,  our  need  of  the  immigrant  and  his  willingness 
to  leave  the  land  of  his  fathers  and  seek  a  new  home  is  explained ; 
in  fact,  our  school  rooms  are  themselves  a  laboratory  for  build- 
ing up  these  notions.  We  believe  that  such  a  study  will  give  a 
realization  of  the  original  sources  of  our  growing  American 
nation,  and  develop  a  more  sympathetic  appreciation  of  the  con- 
tributions each  of  the  alien  people  gives  to  our  national  and  city 
life.  It  is  through  some  such  approach  as  this  that  Europe  is 
studied.  Our  growing  trade  relations  with  South  America  and 
the  effect  of  the  opening  of  the  Panama  Canal  upon  these  rela- 
tions form  a  motive  for  the  lessons  on  South  America. 

Not  much  stress  can  be  laid  upon  causes  in  the  first  three 
years  of  geography,  but  in  the  Sixth  and  Seventh  grades  the 
knowledge  which  our  pupils  have  gained  through  observation 
and  experience  is  made  the  basis  for  a  discussion  on  the  simpler 
reactions  between  man  and  his  environment.  By  means  af 
simple  experiments  which  bear  directly  upon  questions  arising 
from  these  discussions  many  of  the  physical  laws  which  govern 
our  life  on  a  planet  are  explained.  In  teaching  Africa  and 
Australia  the  controlling  purpose  is  to  show  the  activities  of 
the  colonizing  nations  of  Europe  and  how  these  activities  are 
influencing  the  primitive  peoples  with  whom  they  come  in  con- 
tact. During  the  last  half  of  the  year  certain  topics  on  North 
America  are  selected  for  study,  these  topics  bearing  a  very 
direct  relation  to  the  periods  of  Discover}'  and  Colonization  which 
form  the  basis  of  the  work  in  United  States  history.  New  York 
State  is  the  topic  in  home  geography  in  the  Sixth  Grade, 
emphasis  being  laid  on  the  geographic  conditions  influencing  the 
development  of  the  state  and  upon  man's  responses  to  this 
control. 


Geography  17 

In  the  Seventh  Grade  the  work  on  North  America  begun  in 
the  Sixth  Grade  is  continued,  and  United  States  and  its  depen- 
dencies are  studied  in  detail.  But  in  view  of  the  underlying 
principle  controlling  our  course,  this  is  not  the  study  of  an 
isolated  continent.  The  opportunity  offered  by  the  recent  en- 
trance of  the  United  States  into  world  affairs  is  seized  upon  for 
a  general  world  review,  and  to  this  is  added  a  particular  study  of 
our  Asiatic  neighbors  on  the  opposite  shores  of  the  Pacific,  in 
this  way  contrasting  the  highly  organized  states  of  society  in 
these  older  colonizations  with  the  freer,  unconventional  condi- 
tions of  the  western  continent.  Such  a  study  shows  that  though 
details  of  development  may  be  different  in  different  nations,  yet 
the  primitive  needs  of  man,  after  all,  form  the  chief  motives  for 
his  reaching  into  the  varied  domains  of  industry,  science,  and 
art,  and  for  his  forming  world  empires  which  are  rapidly  knitting 
together  the  peoples  of  the  globe. 

That  the  economic  and  industrial  ideas  which  form  the  chief 
control  of  this  course  of  study  must  be  simple  does  not  detract 
from  their  value.  In  fact,  such  a  point  of  view  vitalizes  and 
tmifies  all  our  school  work,  for  it  is  evident  that  geography  can 
and  must  contribute  a  large  share  in  building  up  those  industrial 
concepts  which  the  school  must  furnish  its  pupils  if  they  are  to 
meet  the  demands  which  present  social  and  economic  conditions 
are  forcing  upon  them. 

The  reference  books  and  text-books  used  throughout  the 
grades  are: 

The   Dutch   Twins,   Fitch. 
■  A  Home  Geography  of  New  York  City,  Straubenmiiller. 
Carpenter's  Readers   of   the  various  continents. 
Oiamberlain's   Series,   How   We   are    Clothed,   Fed,   and   Sheltered. 
Industrial   Studies,  Allen. 

Geography  of  Commerce   and  Industry,  Rocheleau. 
From  Trail  to  Railway.  Brigham. 
Elementary  Commercial  Geography,  Adams. 
Representative  Cities  of  the  United  States,  I-Totchkiss. 
Dodge's  Advanced  Geography. 
Tarr  and  McMurry's  New  Geographies. 
Longmans'  School  Atlas. 


i8         Curriculum  of  Horace  Alann  Elementary  School 

THIRD  GRADE 

I.     Idea  of  Trade  or  Exchange. 
II.     Introduction  to  a  Study  of  the  World. 
III.     Study  of  Local  Weather  Conditions. 

In  the  Third  Grade  the  aim  is  to  give  the  children  experiences 
which  will  form  a  basis  for  more  definite  geography  work  in 
the  later  grades.  Little  attempt  is  made  to  formulate  a  set  body 
of  geographical  facts ;  but  rather  to  arouse  an  interest  in  people 
and  things.  It  is  very  difficult  to  separate  the  geography  and 
history  in  this  grade,  and  since  it  may  all  come  in  the  same 
period  the  three  parts  of  this  outline  are  used  parallel  rather 
than  in  sequence. 

I.     Idea  of  Trade  or  Exchange 

1.  As  carried  on  to-day  between  pupils  and  between  different 
localities.  These  ideas  are  made  clear  by  two  excursions.  The 
children  go  to  130th  Street  ferry  to  see  exchange  going  on  there. 
They  note  the  barges  going  up  and  down  the  river,  carrying  coal, 
lumber,  bricks,  etc.  They  also  go  to  a  large  wholesale  market 
where  all  kinds  of  food  supplies  are  brought  in.  In  class  work 
the  children  suggest  things  in  the  home  which  are  brought  from 
foreign  countries  and  tell  how  they  are  brought  here. 

2.  Trade  among  the  Indians  on  Manhattan  Island  itself  and 
between  Indians  on  the  island  and  those  across  the  river.  Chil- 
dren suggest  the  articles  that  might  have  been  exchanged  and  the 
means  of  exchange. 

3.  Trade  carried  on  between  the  Dutch  and  the  Indians  as 
brought  about  by  Hudson's  discovery  and  through  Adrian  Block. 
Brief  study  of  the  Dutch  in  their  own  country  finds  a  place  here. 

4.  New  Amsterdam  as  a  trading  center.  Its  advantages  of 
location  are  noted,  its  excellent  harbor,  its  water  connections 
with  other  parts,  also  the  quantities  of  material  found  on  the 
island  and  in  the  vicinity  that  the  Dutch  wanted,  such  as  furs, 
lumber,  etc. 

5.  The  purchase  of  Manhattan  Island  by  Dutch  traders. 

6.  The  establishment  of  a  village  around  the  trading  post. 
Children  discuss  what  would  be  the  buildings  necessary  in  such 


Geography  19 

a  village,  the  homes,  the  church,  and  schoolhouse,  the  storehouse, 
the  fort.  They  also  consider  the  industries  likely  to  be  carried 
on,  xAz.,  trade  in  furs  and  lumber,  the  beginning  of  farming  and 
manufacturing,  chiefly  in  the  home. 

The  Dutch  in  Their  Own  Country 

1.  Character  of  the  country:  Low  and  flat  with  many  canals 
and  windmills,  the  extensive  water-front,  thus  prompting  many 
to  a  sea-faring  life. 

2.  People.  The  general  appearance,  customs,  and  industries, 
emphasizing  the  trading  with  other  countries  made  easy  by  access 
to  water.  Globe  used  to  show  the  respective  positions  of  Holland 
and  India  and  the  difficulties  of  trading  partly  by  water  and 
partly  by  land. 

3.  Attempt  of  Dutch  to  find  a  shorter  passage  to  India. 
Emphasis  laid  on  Henry  Hudson's  expedition,  his  motive,  the 
description  of  his  boat,  comparing  it  with  the  ocean  liner  of 
to-day,  the  helps  he  had  in  sailing,  charts  and  compass,  the  story 
of  the  entrance  of  the  "  Half  Moon  "  into  the  harbor  of  New 
York,  the  meeting  between  the  Dutch  and  the  Indians,  and  the 
trip  up  the  river.  Maps  and  sand  table  used  to  fix  locality  and 
to  picture  the  surface  of  the  island  in  those  early  days. 

4.  Results  of  Hudson's  discovery. 

II.     Introduction  to  a  Study  of  the  World 

1.  Direction.  Children  find  where  sun  sets  and  get  other 
directions  from  that.  They  draw  a  compass  on  the  floor  and 
correct  by  a  real  compass.  They  make  a  compass  with  a  mag- 
netized needle  in  dish  of  water.  A  drawing  of  a  compass  is  made 
and  hung  with  the  north  always  at  top.  Directions  from  class- 
room of  familiar  places  in  neighborhood  are  given.  This  work 
is  then  transferred  to  paper,  bringing  out  map  idea. 

2.  Map  drawing  to  easy  scale.    Table,  desk,  room  are  drawn. 

3.  Use  of  globe.  Children  recall  trips  they  have  made,  and 
tell  direction  in  which  friends  going  to  Europe  have  sailed. 
Steamship  lines  to  Europe  are  named  and  direction  pointed  out, 
also  position  of  countries  to  which  the  ship  is  going. 

4.  Land   and   water   masses   distinguished.     Continents   and 


20         Curriculum  of  Horace  Mann   Elementary  School 

oceans  are  named,  giving  direction  of  continents  and  countries 
from  New  York.     Small  globes  are  used. 

5.  Belts  of  extreme  temperatures  and  their  countries, 
(a)  Land  of  the  Eskimo,     (b)   Land  of  the  Arab  ( Desert "». 

in.     Study  of  Local  Weather  Conditions 

Incidental  work  on  wind,  temperature,  length  of  day.  Sunny 
and  shady  sides  of  streets  contrasted,  north  and  south  entrances 
to  school,  location  of  garden  with  reference  to  sunshine,  the  dry- 
ing of  sidewalks  on  windy  and  calm  days,  etc. 


The  following  lesson  on  one  of  the  topics  referred  to  under  the 
"  Idea  of  Trade  or  Exchange  '  is  suggestive  of  the  method  of 
treatment  in  this  grade. 


Study  of  a  Wholesale  Market 

The  keynote  of  the  geography  of  the  Third  Grade  is  the  idea 
of  trade  or  exchange  as  carried  on  at  home  and  in  the  immediate 
neighborhood,  and  this  serves  as  an  introduction  to  the  study 
of  world  relations  and  interdependence  through  trade  which  is 
carried  further  in  the  succeeding  grades. 

A  study  of  the  immediate  locality  in  its  community  aspect  is 
made,  beginning  with  the  home,  its  members,  and  their  inter- 
dependence. The  type  of  home,  whether  in  private  house,  apart- 
ment, or  hotel  is  next  considered,  and  its  dependence  on  the 
neighboring  grocer,  butcher,  and  delicatessen  shop.  The  con- 
venience with  which  our  needs  are  supi"»lied  is  emphasized,  for 
w'e  note  that  through  delivery  wagons,  automobiles,  telephones, 
and  messengers  our  wants  are  immediately  satisfied.  This  leads 
to  the  c|uestions : 

1.  How  do  our  local  dealers  get  their  supplies?  Children 
suggest  farms  and  wholesale  markets. 

2.  What  is  a  wholesale  market  and  where  is  it  located? 
Teacher  and  children  determine  to  answer  the  last  question  by 
a  visit  to  such  a  market. 


Geography  21 

Trip  Made  to  Gansevoort  Market  on  West  14TH  Street 
Some  of  the  large  topics  noted  and  discussed  were  the  following: 

1.  The  variety  of   foods  found  there. 

2.  Packing  and  storing  of   these   foods. 

3.  Meaning  of  commission  merchant. 

4.  Foreign  countries  represented  through  labels. 

5.  Means  of  transportation  and  local  delivery. 

In  the  discussion  that  followed  the  excursion  the  children 
decided  to  make  a  class  record  of  their  experience.  Two  ques- 
tions arising  from  this  discussion  prompted  the  following  work : 

1.  Which  of  the  products  we  saw  can  be  grown  at  home  and 
which  come  from  a  distance? 

2.  Why  can  we  raise  these  foods  here  and  not  others? 
Lists  of  home  products  were  put  on  the  board  with  a  view 

to  making  a  collection  of  pictures  of  them.  From  magazines  and 
catalogues  children  collected  and  mounted  pictures  on  a  chart 
which  was  called  "  Home  Products."  In  discussing  the  second 
question  statements  of  climatic  and  soil  conditions  were  written 
on  the  board  by  the  teacher  and  copied  by  the  children  as  a  class 
story.  In  the  same  way  a  chart  called  "  Foreign  Products  " 
was  made,  labels  from  cans  and  packages  being  used  instead  of 
pictures. 

It  was  decided  to  make  a  class  book,  each  child  selecting  a 
topic  to  write  upon.  A  few  of  the  many  topics  suggested  are 
given  below : 

Why  We  Went  to  the  Market. 

Why  the  Market  is  Situated  Where  It  Is. 

Market  Time. 

Open  Space  where  the  Farmers  Come. 

How  Meat  is  Brought  to  the  Wholesale  Market. 

Cold  Storage  and  Ice  Houses. 

Where  Some  of  the  Things  Come  From. 

Traffic. 

Each  child  chose  his  own  topic  and  wrote  upon  it.  The  English 
was  corrected  by  the  teacher  and  children,  then  the  paper  was 
copied  and  added  to  the  book. 

Through  the  above  study  the  children  were  impressed  with 
the  bigness  and  importance  of  their  city  and  of  the  world  at 


22         Curriculum  of  Horace  Mann  Elementary  School 

large,  and  they  felt  they  had  a  speaking  acquaintance  with  many 
countries  beside  their  own. 

The  following  are  samples  of  pupils'  work  that  grew  out  of 
such  an  excursion  to  a  market. 

Labels* 

All  goods  at  the  wholesale  market  must  have  labels  to  prevent  the 
selling  of  stale  goods.  The  labels  tell  where  the  goods  come  from.  Some 
oranges  come  from  California,  and  some  from  Florida.  We  have  a 
book  of  labels  showing  where  things  are  packed.  It  is  interesting  to 
see  how  far  they  have  traveled  to  reach  New  York. 

*  Individual    work. 

Foreign   Products* 

These  fruits  and  vegetables  we  cannot  grow  here  so  we  call  them 
foreign  products.  Many  of  these  fruits  come  from  the  south  where 
it  is  very  warm  and  rainy  and  where  they  have  long  summers.  Some 
of  our  best  apples  come  from  the  western  part  of  our  country  and 
from  the  northern  part  of   our  own  state  which  is  cold. 

Our  foreign  products  are  brought  to  us  from  all  over  the  world  in 
trains  and  boats.  They  are  taken  to  the  wholesale  markets  and  the 
retail  grocers  buy  from  them  and  sell  to  us. 

*  Class  story. 


FOURTH   GRADE 

I.     Home  Geography  Continued. 
H.     The  World  as  a  Whole. 
HI.     North  America — Emphasis  on  the  United  States. 

The  introduction  of  the  text-book  in  this  grade  necessitates  a 
careful  study  of  its  proper  use.  Consequently  the  teacher  and 
pupils  together  spend  several  class  periods  in  solving  from  the 
text-book  typical  problems  of  study.  This  familiarizes  the  pupils 
with  the  proper  use  of  the  maps,  pictures,  text,  and  reference 
tables,  and  at  the  same  time  furnishes  excellent  training  in  right 
habits  of  study. 

The  means  of  transportation  and  communication  form  the 
special  topic  for  home  geography  in  this  grade.  This  naturally 
follows  the  topic  of  the  preceding  grade,  and  also  furnishes  an 
approach    to    an    elementary    idea   of    the    world    as    a    whole. 


Geography  23 

Emphasis  in  the  grade,  however,  is  placed  mainly  on  a  study  of 
the  United  States  from  the  standpoint  of  its  chief  industries. 

Children  are  taught  to  use  intelligently  such  geographical 
terms  as  continent,  hemisphere,  river  system,  river  valley, 
mountain  range,  mountain  system,  plateau,  and  plain.  Through- 
out the  year,  in  addition  to  the  text-book,  frequent  use  is  made 
of  lantern  slides,  pictures,  collections,  and  the  experience  of  the 
pupils  in  the  school  garden. 

In  this  and  in  succeeding  grades,  much  emphasis  is  placed 
upon  visualizing  and  memorizing  the  location  of  the  important 
cities,  rivers,  lakes,  and  mountains. 

I.     Home  Geography 
Means  of  Transportation  and  Communication 

The  necessity  for  roads  is  shown  through  tlie  child's  experi- 
ences and  through  the  knowledge  of  trade  and  the  exchange  of 
commodities  gained  in  the  Third  Grade.  Our  school  is  situated 
on  a  historic  thoroughfare,  and  Amsterdam  Avenue  is  linked 
with  the  city's  history  through  its  name.  Stories  of  early  modes 
of  travel  are  told  to  emphasize  the  present  ease,  safety,  and  speed 
of  communication  in  New  York  and  the  effect  of  this  on  trade 
and  industry.  The  city  paves,  lights,  cleans,  and  repairs  the 
streets,  while  the  child  shares  the  responsibility  for  their  care, 
appearance,  and  beauty. 

Bridges  and  tunnels  connect  our  island  borough  with  widely 
scattered  land  masses  belonging  to  the  city  and  vicinity.  Elevated 
roads,  subways,  street  railways,  steam  railways,  and  water  ways 
are  needed  to  move  people  and  goods  quickly  to  and  from  the 
city.  The  Hudson  is  a  highway  of  traffic,  a  moving  road.  The 
kinds  of  bridges  children  have  crossed,  the  material  of  which  they 
are  made,  are  noted  and  pictures  collected  and  compared. 

II.     The  World  as  a  Whole 

From  the  study  of  the  great  city  with  its  rapid  means  of 
communication  linking  it  to  all  countries,  the  children  pass  to  a 
consideration  of  the  world  as  a  whole.  The  shape  of  the  earth 
is  here  assumed,  a  more  detailed  study  of  the  results  of  living 
on  a  spherical  earth  being  taken  up  in  the  Sixth  Grade.  Imagin- 
ary journeys  across  the  seas  are  taken  and  the  names  of  con- 


24        Curriculum  of  Horace  Mann  Elementary  School 

tinents,  islands,  and  oceans  are  reviewed  and  learned.  The 
direction  of  other  countries  from  New  York  and  from  each  other 
is  a  feature  of  this  study.  The  work  on  the  Heat  Belts  of  the 
third  year  is  reviewed  and  enlarged.  The  ideas  presented  are 
made  concrete  and  vivid  by  a  discussion  of  life  conditions  in  these 
climatic  belts  and  by  collections  of  fruits,  nuts,  grains,  spices,  etc., 
which  the  children  bring  at  Thanksgiving  time  and  arrange  on 
shelves,  grouping  according  to  the  belts  in  which  they  grow.  The 
countries  in  which  these  products  grow  are  then  found,  named, 
and  located. 

III.     North  America — Emphasis  on  the  United  States 

A  knowledge  of  the  United  States  is  obtained  by  studying  the 
great  industries  that  stand  out  most  strongly  in  our  country,  vis., 
agriculture,  grazing  and  dairying,  lumbering,  hunting  and  fishing, 
manufacturing,  and  commerce.  By  suggesting  to  the  pupils 
certain  problems,  such  as, — Why  does  cotton  grow  so  abundantly 
in  the  South  ?  How  is  it  possible  for  the  United  States  to  send 
so  much  wheat  to  other  countries?  Why  does  most  of  the  meat 
in  our  New  York  markets  come  from  the  West? — they  gain  an 
idea  of  geographical  conditions  in  certain  great  sections  of  our 
country.  In  such  a  study  emphasis  is  placed  on  the  physical  condi- 
tions that  have  influenced  the  habits  and  customs  of  the  people. 

The  following  are  some  of  the  geographical  and  industrial  facts 
learned  through  a  study  of  farming  in  the  Central  Plain.  The 
detailed  study  of  wheat  is  given  as  a  type  of  work  along  other 
lines. 

Prairies  and  Great  Plains 

Extent  of  region  as  a  whole,  including  Canada.  Boundaries.  Red  River 
Valley. 

Surface:  Generally  level.  Long  gradual  slopes  drained  by  rivers. 
Importance  of  rivers. 

Soil :     Productive  and   non-productive  areas. 

Climate :  Summer  and  winter  temperatures  and  winds.  Amount  and 
distribution  of  rainfall. 

Products :    Wheat,  corn,  cotton,  sugar  cane,  sugar  beets,  fruits,  etc. 

Wheat :  Appearance  of  wheat  farm,  size,  buildings  necessary.  Prepara- 
tion of  ground  for  planting.  Appearance  of  seed  and  plant.  Harvesting. 
Life   of    farmer   and    his    family,    comforts,   pleasures,   etc. 

States   engaged   in    wheat   raising. 


Geography  25 

Cities  Engaged  in  the  Making  of  Flour 

Shipping  of  grain  and  flour  and  routes  by  which  they  are  transported. 
Location  of  shipping  ports   and  manufacturing  centres :    Duluth,   Chi- 
cago.  Buffalo,  Minneapohs,  St.  Louis,  Winnipeg,  Montreal,  Quebec. 
Foreign  countries  dependent  on  United  States  and  Canada  for  wheat. 

Corn,  cotton,  and  sugar  cane  are  treated  in  a  similar  way. 

In  summarizing  the  work  on  the  United  States,  the  country  is 
divided  into  the  different  sections  or  groups  of  states.  The 
essential  facts  of  each  group  are  taught. 

Topics  deserving  emphasis  in  the  New  England  group  are: 

Names  of  states  in  group. 

Location  in  northeastern   United  States. 

Coast  line :    Very  irregular,  numerous  bays  and  islands. 

Surface  and  drainage:  Hilly  and  mountainous.  White  Mountains,  Mt 
Washington. 

Hills  low  near  coast  but  land  gradually  rises  toward  the  interior 
until  it  becomes  a  plateau.  Plateau  crossed  by  many  rivers — Connecticut, 
Merrimac,  Penobscot.    Abundance  of  waterfalls,  rapids,  and  lakes. 

Soil :     In  valleys  good.     Hillsides  poor  and  stony.     Boulders. 

Climate:  Severe  winters,  mild  summers.  Prevailing  wind  from  west, 
but  changes  frequently  bringing  rain.  Winter  busy  season  for  cutting 
timber,   logging  camp. 

Industries,  varied :  Dairying,  lumbering,  manufacturing,  market  gar- 
dening, fishing,  quarrying. 

Products :    Raw  and  manufactured. 

Cities:    Boston,  Providence,  Fall  River,  New  Haven. 

Transportation  routes.     Boston  a  centre. 

People. 

The  various  groups  of  states  are  treated  from  the  same  pomt 
of  view.  The  knowledge  of  Canada  and  Mexico  acquired  in  this 
grade  is  largely  incidental  and  obtained  by  way  of  comparison. 


FIFTH  GRADE 

I.     Home  Geography  continued. 
II.     Europe. 
III.     South  America. 

The  topic  in  Home  Geography  selected  for  this  grade  is 
"  Immigration  and  the  Foreign  Population  of  New  York  City." 
This  topic  not  only  has  a  peculiar  value  of  its  own  but  also  serves 


26        Curriculum  of  Horace  Mann  Elementary  School 

as  an  introduction  to  the  study  of  Europe,  to  which  the  greater 
part  of  the  year  is  devoted. 

This  study  of  Europe  centers  around  certain  typical  problems 
that  deserve  emphasis  in  the  different  countries.  Some  of  these 
problems  are : 

1.  Why  is  the  United  Kingdom  the  greatest  exporter  of  manu- 
factured goods? 

2.  Prove  that  Switzerland  is  the  playground  of  Europe  as 
well  as  the  workshop  of  the  Swiss. 

3.  Why  is  Russia  called  "  The  Land  of  Silence  "  ? 

By  solving  intelligently  such  questions  we  hope  that  the  pupils 
will  gain  a  working  knowledge  of  the  physical,  industrial,  com- 
mercial, and  descriptive  aspects  of  the  different  countries.  By 
proposing  similar  problems  for  study,  a  general  knowledge  of 
South  America  is  gained. 

Locational  geography  is  considered  very  necessary  in  this  grade. 
Drill  lessons  to  obtain  actual  knowledge  about  a  few  important 
places  and  peoples  are  frequently  given. 

I.     Home  Geography 

The  topics  for  Home  Geography  in  this  grade  are  Immigration 
and  the  Foreign  Population  of  New  York.  The  main  question 
presented  to  the  pupils  is,  "  Why  should  New  York  have  such  a 
large  foreign  population  ?  "  In  tl:e  answer  to  this  question  the 
following  points  are  made: 

Population  of  the  United   States  in   1790 — 3,000,000. 

Population  of  the  United   States  in   1912 — 93,000,000. 

Where  has   a  large  part  of   this  increase  come   from? 
From  Africa:    Negroes  equal  one-tenth  of  total  population. 
From  Europe :    northern  countries,  southern  countries. 
From   Asia:     eastern   countries. 

What  has  brought  them  here?  Opportunities  for  work  because  of: 
fertile   soil,   manufacturing,   mining. 

Why  is  New  York  the  great  gateway  through  which  they  pass  into 
the  continent?  Because  of  its  nearness  to  Europe,  the  centre  for  great 
steamship  lines,  and  the  ease  with  which  all  parts  of  our  continent  can 
be  reached  from  New  York. 

Why  should  so  many  immigrants  remain  in  the  city?  Opportunities 
for  unskilled  labor  in  making  of  clothes,  making  tunnels,  repairing 
streets,  building,  etc. 


Geography  27 

What  are  the  nationalities  in  the  city?     Italian,  German,  Scandinavian, 
Irish,  Hungarian,  Greek,  Russian,  etc. 
What  docs  each   contribute  toward  our  city  life? 

Greeks :     Florists    and    fruit   venders. 

Italians :     Fruit   venders,   dig  our   subways,   builders. 

Irish :     Policemen,    contractors,    builders. 

Poles :    Work  on  street  and  in  factories. 

Russians :    Make  clothing. 

Germans:    Business  men,  musicians. 
What  does  city  do  for  them  ? 

1.  Establishes  schools,  parks,  libraries,  museums,  model  tenements. 

2.  Protects  and  cares  for  the  immigrants  at  Ellis  Island. 

3.  Social  work  done  by  individuals  and  by  organizations. 

II.     Europe 

The  following  is  a  summary  of  the  essential  facts  of  Europe 
which  we  hope  to  bring  out  by  the  solution  of  certain  related 
problems. 

Europe — General 

Importance  in  the  progress  of  the  world. 

Location :  Favorable  position  among  the  continents ;  its  northern  lati- 
tude; waters. 

Size:  Smallest  of  the  continents  but  one.  Comparison  with  United 
States.     Importance  in  proportion  to  size. 

Coast  features :  Extent  of  coast  line.  Innumerable  bays,  fjords,  river- 
mouths,  and  other  arms  of  sea  furnish  great  opportunities  for  trade. 
Comparison  with  North  America. 

Surface :  Mountain  areas,  highlands,  lowlands.  Great  extent  of  pro- 
ductive land. 

Drainage:  Many  wide-mouthed,  navigable  rivers  flowing  into  seas  free 
from  ice.     Growth  of  large  cities  and  distribution  of  population. 

Climate :  Prevailing  westerlies  not  obstructed  by  mountains  in  Central 
Europe.     Temperature   and   rainfall. 

Life :    Plant  and  animal. 

Countries :  Great  Britain,  France,  Germany,  Italy,  Austria-Hungary, 
The  Netherlands,  Belgium,  Norway,  Sweden,  Russia,  Switzerland. 

The  method  used  in  studying  the  various  countries  of  Europe 
is  indicated  by  the  following  series  of  lessons  on  The  Netherlands. 

The  Netherlands— A   Type 

Work  in  home  geography  affords  a  growing  interest  in  the  Dutch. 
We  locate  their  country  and  study  them  in  their  home  environment. 


28         Curriculum  of  Horace  Mann  Elementary  School 

Before  studying  the  topics  outlined  below,  class  interest  is  obtained 
by  reading  selections  from  "  Hans  Brinker "  and  a  short  description  in 
Carpenter's  "  Europe,"  dealing  with  the  industries  of  the  country.  The 
solution  of  the  discovered  problem  gives  a  definite  purpose  for  con- 
sidering physical  conditions  that  are  in  part  responsible  for  the  life  and 
industries  of  the  country. 

Problem :     "  Why   is   grazing   an    important   industry   in   The    Nether- 
lands? " 
Review :    Locate  grazing  regions  studied  in  United  States  and  Canada. 
Recall  conditions  favorable  for  grazing: 

1.  Surface  generally  level. 

2.  Climate  not  suitable  for  agriculture : 

a.  Rainfall. 

b.  Temperature. 
Location :     Political  map. 

Surrounding  countries  and  waters :    Latitude  with  reference  to  40th 
parallel.    Comparison  with  New  York. 
Size:     Extent.     Comparison. 
Surface :    Physical  map  in  Atlas. 

1.  The  Rhine  Basin.     Application  of  study  of  general  surface  map, 
noting  peculiarities  of   surface. 

2.  Dykes:    Their  purpose,  size,   care;  stories,  pictures. 

3.  Dunes:    Nature's  aid  in  helping  to  shut  out  the  sea.     Influence 
of  sand  and  prevailing  westerlies. 

4.  Reclaimed  lands.     Fitting  for  use,  draining,  canals,  pumps,  wind- 
mills. 

Use  made  of  winds. 
Grazing:    Application   of   surface   conditions   favorable   for  grazing  to 
reclaimed     and     other    sections.       Comparison    with     United     States. 
Among  Alps. 
Temperature :     Atlas. 

July  temperature.     Comparison  with  New  York  and  United  States. 
Application  of  temperature  conditions   favorable  for  grazing. 
Rainfall :    Atlas. 

Influence    of    prevailing    westerlies.      Application    and    comparison 
with  United  States. 
Summary:    Solution  of  problem. 

Because   of    the   penerally    level    land,    range   of    temperature,    and 
distribution  of  rainfall,  grazing  may  be  carried  on   in  The  Nether- 
lands. 
Dairying:    Result  of  grazing.     Comparison  with   United   States.     Alps. 
Cattle:     Kind,    number,    care,    cleanliness,    sheds.      Comparison    with 

I'nited   States.     Alps. 
Life  of   the   People:    Comparison   with   cowboy  life.     Life   among  the 
Alps. 


Geography  29 

Butter  and  cheese:  The  making.  Centres  of  dairying.  Markets  at 
home  and  abroad,  their  location. 

Industry  of  towns  depends  upon  accessibility  of  raw  products,  near- 
ness to  markets  demanding  products,  ease  of  transportation. 

Transportation :  Routes.  Ports  from  which  shipped,  Rotterdam, 
Amsterdam. 

III.     South  America 

Argentine  Republic,  Chile,  Brazil,  Bolivia,  Panama,  and  Peru 
are  taught  in  detail.  A  comparison  is  made  between  the  great 
plain  of  Argentine  with  its  cattle  and  sheep  ranges,  wheat 
fields,  railways,  cities,  and  foreign  trade,  and  the  great  plain  of 
the  United  States.  Panama,  a  hot,  mountainous,  narrow  country, 
virtually  under  the  protection  of  the  United  States,  receives 
special  attention.  An  idea  of  the  size,  time  necessary  to  dig,  the 
cost,  and  effect  on  trade  of  the  world  of  the  interoceanic  canal 
now  being  built  by  the  United  States  government,  is  brought  out. 

After  a  series  of  lessons  has  been  given  on  a  country  or  con- 
tinent, the  children  select  facts  to  be  memorized.  Both  the  facts 
and  judgment  necessary  in  their  selection  are  of  value  to  the 
pupil.  A  lesson  on  Typical  Seaports  of  South  America  is  given 
below  as  one  type  of  drill  work. 

Drill  Lesson 

Principal  Seaports  of  South  America. 

Period — 30  minutes. 

Work  proceeded  very  rapidly. 

Interest  in  lesson  aroused  through  an  article,  published  by  the  New 
York  Times,  on  "  Floating  Exhibition  of  American  Manufactures  to 
South  American  Ports  "  for  the  purpose  of  increasing  trade. 

Certain  paragraphs  of  the  article  selected  and   read  in  class. 

List  of  principal  ports  to  be  visited,  as  given  in  article,  placed  on 
board  and  named. 

Name  of  country  in  which  each  port  is  located,  given  and  placed 
opposite  name  of  city. 

La  Gaayra  Venezuela 

Para  Brazil 

Pernambuco  Brazil 

Rio  Janeiro  Brazil 

Buenos  Ayres  Argentine  Republic 

Montevideo  Uruguay 

Valparaiso  Chile 

Callao  Peru 


30         Ciirricxilum  of  Horace  Mann  Elementary  School 

1.  On  political  wall  map  of  Western  Hemisphere,  children  trace  route 
of  the  Exhibit  Ship  from  New  York  to  ports  in  South  America  naming 
places  to  be  visited. 

2.  Call  names  of  places  rapidly,  and  ask  different  children  to  locate 
cities  by  pointing  on  wall  map. 

3.  Children  ask  each  other  to  point  to  and  name  cities  on  wall  map. 

4.  Call  for  definite  oral  location  of  all  cities  on  the  Atlantic;  on  the 
Pacific. 

5.  On   physical  map   children   find   and  locate  all  cities  to  be  visited. 

6.  Point  to  and  locate  orally  the  city  that  is  the  outlet  for  the  greatest 
river  system  of   South  America. 

7.  Point  to  and  locate  orally  the  city  that  most  closely  resembles 
San  Francisco  in  its  location. 

8.  Find  and  locate  a  city  that  is  the  outlet  for  a  valley  resembling 
our  Mississippi. 

9.  Locate  city  that  has  the  largest  harbor. 

10.  Divide  class  into  two  sections  for  quick  competition.  Pupils  in 
"A"  section  give  name  of  country.  Pupils  in  "  B  "  section  respond  by 
locating   city  in   country.     Pupils   leave   section   when   mistake   is   made. 

11.  Place  a  '"blackboard"  outline  map  before  class.  Children  volun- 
teer to  locate  cities  from  memory,  by  placing  city  mark  and  printing 
name  on  map. 

12.  Class  check  work  by  referring  to  map. 

13.  Pass  individual  outline  maps  of  South  America.  Pupils  are  given 
a  chance  to  see  how  many  cities  they  are  able  to  locate  within  a  given 
time. 

SIXTH  GRADE 

I.     Geographical  Principles. 
II.     Africa,  Australia,  Eastern  North  America. 
III.     Home  Geography — The  State  of  New  York. 

The  first  portion  of  the  year  is  devoted  to  a  study  of  geo- 
graphical principles.  This  work  is  supplemented  by  the  science 
study  of  the  grade,  which  is  devoted  largely  to  the  elements  of 
physical  science  and  thus  often  serves  to  elucidate  some  of  the 
principles  involved  in  the  geographical  course. 

In  approaching  the  study  of  a  continent  or  a  section,  the  atten- 
tion of  the  class  is  often  centered  upon  some  large  question,  the 
solution  of  which  involves  a  considerable  body  of  geographical 
knowledge.  Such  questions  or  problems  are  stated  at  the  begin- 
ning of  the  detailed  outlines  given  later. 

The  facts  brought  out  in  the  preliminar)'  surveys  of  Africa  and 


Geography  31 

Australia  are  rather  general  in  character,  and  have  to  do  with  the 
larger  physical  features. 

The  study  of  the  individual  sections  or  countries  is  far  more 
detailed  in  regard  to  both  the  physical  and  the  life  conditions. 
This  latter  phase  of  geography,  emphasizing  particularly  indus- 
trial and  commercial  activity,  is  the  goal  toward  which  all  the 
work  tends ;  the  former  phase,  the  physical,  is  considered  as 
explanatory  of  these  life  conditions.  This  does  not  mean,  how- 
ever, that  position,  surface,  drainage,  and  climate  are  studied 
formally  as  isolated  topics,  the  information  to  be  applied  in  some 
future  work.  On  the  contrary,  they  are  given  immediate  point 
and  meaning  by  being  studied  when  a  knowledge  of  these  physical 
conditions  is  found  to  be  an  essential  step  in  the  solution  of  some 
important  problem.  The  outlines  below  suggest  this  method  of 
procedure,  that  on  Africa  being  typical  of  the  work  on  Australia, 
and  that  on  the  Congo  Basin,  of  the  study  of  individual  countries 
and  sections  of  both  Africa  and  Australia. 

Eastern  North  America  is  studied  in  four  sections;  New 
England  as  a  manufacturing  region,  the  Middle  Atlantic  states 
as  a  commercial  section,  the  South  Atlantic  states  as  an  agri- 
cultural group,  and  the  St.  Lawrence  Valley  as  the  highway  of 
Eastern  Canada.  New  England  as  outlined  below  is  typical  of 
the  work  done  on  the  other  sections. 

The  home  state  is  studied  in  more  detail  than  is  any  other 
section.  Again  the  physical  features  are  considered  in  their 
relation  to  life  conditions.  The  following  regions  are  studied  as 
intensively  as  the  age  of  children  permits:  the  Hudson  and 
Mohawk  Valleys,  the  Adirondacks,  the  Highlands,  and  the 
Plateau  Section. 

I.     Geographical  Principles 

1.  Form  and   Size   of   Earth: 

Early  belief  that  it  was  flat.     Effect  on  exploration. 

Proofs  that  it  is  round.  Shadow  of  earth  when  cast  upon  the 
moon  is  always  circular.  The  unbroken  horizon  line  is  always  cir- 
cular.    Circumnavigation  proves  curvature,  not  rotundity. 

Circumference.     Diameter. 

2.  Rotation : 

Gives  day  and  night.  Fixes  noon.  North  and  south  line  found 
at  noon  by  means  of  a  shadow  stick.    Axis,  poles,  equator  defined. 


32         Curriculum  of  Horace  Mann  Elementary  School 

3.  Latitude  and  Longitude : 

Their  use.  Practice  in  finding  latitude  and  longitude  on  maps. 
Exact  directions  found  by  following  meridians  and  parallels.  Ap- 
proximate time  found  at  various  places — New  York,  London,  Algiers, 
Cape  Town,  Melbourne. 

Standard  Time.  Time  Belts  in  use  in  the  United  States.  Changes 
made   in    traveling   eastward — in   traveling   westward. 

4.  Revolution — Inclined  Axis  : 

Gives  change  of  seasons.  Show  by  means  of  diagrams  and  ap- 
paratus that  when  the  northern  hemisphere  is  having  summer,  the 
southern  is  having  winter.     Compare  Cairo  and  Cape  Town. 

Length  of  day  and  night  at   Equator,  at  Polar  Circles,  at  Poles. 

5.  Climate : 

Temperature : 
Isothermal  maps  studied.    Land  and  water  temperatures  compared, 
coast  and  interior,  Equator  and  poles.     Shifting  of   Heat   Equator. 
Winds — Rainfall : 
Effect  of  temperature  on  circulation  of  the  air.    The  characteristics 
of  each  wind  belt  studied — the  heavy  rains  of  the  Doldrums,  the  fair 
weather  of  the  Trades,  the  stormy  Westerlies,  etc. 


II.     Africa,  Australia,  Eastern  North  America 

Type   of   Preliminary   Treatment  of  a   Continent 

Africa 

Why  has  the  development  of  Africa  been  much  slower  than  that  of 
the  other  great  continents? 

1.  Location : 

Not  favorable.  Almost  wholly  in  the  Hot  Belt.  Compare  with 
South  America.  Find  latitude  of  extreme  north,  of  extreme  south. 
Compare  latitude  of  Algiers  and  Cape  Town  with  that  of  Buenos 
Ayres,  Los  Angeles. 

2.  Coastline : 

Regular — few  good  harbors.  This  has  repelled  sailors.  Compare 
with  Europe  and  South  America.  Name  and  locate  principal  in- 
dentations. 

3.  Surface: 

Mountains  form  a  rim  about  the  continent  and  thus  are  a  barrier 
to  exploration.  Compare  a  trip  up  the  Congo  or  Nile  with  ease 
of  entrance  to  North  .America  by  way  of  Mississippi  and  St.  Law- 
rence, to  South  America  by  Amazon,  to  Europe  by  Danube. 

Name  and  locate  principal  highlands,  coastal  lowlands. 

4.  Drainage : 

Some  of  the  greatest  rivers  of  the  world,  but  all  interrupted  by 
falls  and   rapids.     Effect  on  development  of   country.     Nile,    Congo, 


Geography  33 

Niger,  Senegal,  Zambezi  Orange,  Vaal  studied,  general  directions 
and  characteristics  noted.  Compare  in  size  and  importance  with 
Mississippi,  Amazon,  Danube. 

Lakes  Chad,  Victoria,  Tanganyika,   Nyassa  compared   in  size   and 
com-mercial  importance  with  the  Great  Lakes. 
Climate : 

Temperature:  Great  heat  one  of  the  chief  causes  of  slow  develop- 
ment.    Isothermal   maps. 

Rainfall :  Much  of  the  continent  uninhabitable  because  of  too  much 
or  too  little  rainfall — Jungles,  Deserts. 

Apply  work  on  Wind  Belts.  Sahara  a  Trade-wind  desert.  Winds 
from  northeast  blow  from  a  cooler  to  a  warmer  region  and  so 
absorb  moisture  rather  than  give  it.  Southeast  Trades  leave  moisture 
on  windward  side  of  mountains — result,  the  Kalahari   Desert. 

Jungles — Doldrum  Belt — great  heat — moisture,  swamps — un- 
healthful. 


Type  of  Treatment  of  a   Section 

The  Congo  Basin 

Henry  M.  Stanley  explored  this  region  and  made  it  known  to  the 
world.  His  journey  from  Lake  Tanganyika  down  the  Congo  to  the 
sea,  with  the  difficulties  and  dangers  he  encountered,  is  the  basis  of 
the  work  on  this  section. 

1.  Location  of  river,  where  it  rises,  general  direction,  where  it  empties, 

number  and  size  of  its  tributaries. 

Compare  length  of  Stanley's  trip  with  a  trip  down  the  Mississippi, 
down  the  Amazon. 

2.  Character  of  the  river:    Stanley  Falls,  Stanley  Pool.     Series  of  falls 

near  coast,  great  stretches  of  navigable  water.  The  proportion  of 
the  journey  that  could  be  made  by  water,  the  proportion  that  had 
to  be  made  by  land.  Compare  in  this  respect  with  the  Mississippi 
and  the  Amazon. 

3.  Character    of    the    country    through    which    Stanley    made    his    way: 

Jungle,  hot,  reeking  with  moisture,  malarial.  Effect  on  health  and 
working  capacity  of  explorer  and  his  men.  Compare  again  with 
Mississippi    and   Amazon. 

4.  Animals  of  the  region — insect  pests,  poisonous   snakes,   wild  animals. 

5.  Wild  tribes,  pigmies,  etc.,  that  interfered  with  Stanley's  progress. 

6.  Value  to  the  world  of  his  expedition  :    Made  known  "  Darkest  Africa  "  ; 

opened  up  trade  in  valuable  woods,  rubber,  palm-oil,  gums;  led  to 
building  of  railroad  and  steamboat  lines;  brought  in  Europeans  with 
their  civilizing  influence  (French,  Belgians)  thus  abolishing  canni- 
balism and  greatly  reducing  slavery. 


34         Curriculum  of  Horace  Mann  Elementary  School 

New   England 

More  than  half  of  the  people  of  New  England  are  engaged  in  manu- 
facturing.    Why? 

1.  Character  of  the  country: 

Surface  hilly,  many  portions  rugged,  unsuited  to  farming  on  a 
large  scale.  Locate  Green  Mts.,  White  Mts.,  Berkshires,  and  prin- 
cipal lowlands. 

Eflfect  of  glacier — thin  soil,  rocky  fields. 

2.  Character  of  rivers : 

Short,  shallow,  interrupted  by  falls.  Not  good  highways  but 
valuable  for  manufacturing  purposes.  Lower  courses  only  navigable. 
Name  and  locate  principal  rivers. 

3.  Character  of  coast: 

Irregular  shore-line  caused  by  sinking  of  coast  afifords  numerous 
good  harbors.  Manufactured  goods  may  thus  readily  be  sent  out 
and  raw  material  brought  in.    Location  of  principal  indentations. 

4.  Manufacturing: 

Products  manufactured,  sources  of  supply,  leading  centers,  routes 
of  transportation. 

(i)  Cotton  and  woolen  goods  (sheets,  thread,  dress  goods,  etc.). 
Cotton  from  southern  states  and  Egypt ;  wool  from  western  states 
and  Australia.  Centers :  Fall  River,  New  Bedford,  Lowell,  Law- 
rence, Manchester  located  on  outline  maps  and  routes  traced. 

(2)  Leather  goods  (shoes,  boots,  etc.).  Leather  from  West  and 
Argentine  Republic.  Tanneries,  where  located  and  why.  Centers : 
Lynn,  Haverhill,  Brockton  located  and  routes  traced. 

(3)  Watches,  clocks,  jewelry,  etc. :  Coal  and  iron  must  be  im- 
ported so  only  small  pieces  of  machinery  are  manufactured.  Fol- 
lowing cities  located:  Providence,  jewelry;  Waltham,  watches; 
Waterbury,  brass  goods ;   New  Haven,  firearms. 

(4)  Forest  products  (lumber,  paper,  etc.)  :  Location  and  extent 
of  forests,  method  of  lumbering,  location  of  saw  mills.  Following 
city  located :    Bangor,  lumber  and  paper. 

5.  Effect  of  manufacturing  on  trade : 

(i)   Raw  materials  must  be  brought  in. 

(2)  Finished  products  must  be  distributed. 

(3)  Commodities  required  in  the  cities  must  be  supplied,  such  as 
food,  which  gives  rise  to  occupations  of  fishing,  dairying,  market- 
gardening;  building  materials,  necessitating  quarrying,  lumbering,  etc. 

(4)  Centers  of  distribution :  Boston — size  due  to  good  harbor, 
central  location  in  great  manufacturing  region,  good  railroad  con- 
nections, etc.  Providence,  New  Haven,  Hartford,  Portland,  Worcester, 
Springfield. 


Geography  35 

III-     Home  Geography.    The  State  of  New  York 
Why  has  New  York  become  the  Empire  Stated 

1.  Harbor:    Large,   deep,   safe.     Many  miles  of   water   front,   piers   and 

docks  for  ships  from  all  over  the  world. 

2.  Hudson  and  Mohawk  valleys :    Broad  Hudson,  navigable  for  150  miles 

is  joined  by  Mohawk  from  the  west.  These  two  valleys  form  a 
continuous  highway  from  the  Great  Lakes  to  the  Atlantic,  thus 
connecting  New  York  City  with  the  productive  interior  of  the 
country. 

Importance  of  the  Erie  Canal,  the  New  York  Central  and  Hudson 
River  Railroad,  the  Boston  and  Albany  Railroad,  etc. 

Important  cities  of  these  valleys  located,  their  size  and  chief 
industries  accounted  for.  Niagara  Falls  studied  in  connection  with 
Buffalo. 

3.  Plateau  Region    (central  and  southern  New  York)  : 

Character  of  the  surface,  appearance  of  the  eastern  part  of  the 
plateau,  the  Catskills,  from  the  Hudson  Valley.  Height  of  plateau. 
Sources  of  Delaware,  Susquehanna.  Why  it  is  the  farming  region 
of  the  State  (grapes,  apples,  dairy  products).  Compare  size  and 
number  of  cities  in  this  section  with  those  of  the  Hudson  and 
Mohawk  valleys. 

4.  Adirondack  Region :    Northeastern  New  York  the  highest  part  of  the 

State.  Mountains  are  well  forested,  beautiful  lakes,  fine  air.  Health 
resort.     Lake  Champlain  and  highway  to  Canada. 

Lumbering  in  this  region  an  important  industry.  Wood-pulp  manu- 
factured.   Many  paper  mills  in  towns  along  the  borders  of  the  region. 

5.  Highlands   of   the    Hudson :     Extend    from    northeast   to    southwest,   a 

part  of  the  Appalachian  System.  Hudson  cuts  through  this  ridge 
forming  a  wonderful  water-gap.  This  gap  is  the  eastern  gateway 
of  the  continent  and  is  the  dominant  factor  in  making  New  York 
the  Empire  State. 

Mountains  here  are  low,  forests  have  been  largely  cleared  away 
for  farms  and  pastures.  Much  valuable  clay  for  bricks  and  tiles 
comes  from  this  region  as  well  as  building  and  flag  stone. 


SEVENTH  GIL^DE 

I.     Home  Geography  continued. 
II.     North   America   with   special   reference  to  United   States 
west  of  Appalachians,  the  Dependencies  of  the  United 
States,  Canada,  Mexico,  and  Central  America. 
III.     The   Asiatic   countries    of   Japan,    China,    India,    Russian 
possessions. 


36         Curriculum  of  Horace  Mann  Elementary  School 

The  selection  of  topics  and  problems  for  the  work  of  the 
Seventh  Grade  is  influenced  by  the  growing  intelligent  interest  of 
the  pupils  in  world  affairs  and  by  the  recent  advance  made  by  the 
United  States  as  one  of  the  dominant  nations  of  the  globe.  The 
controlling  idea  is,  therefore,  to  lead  pupils  to  realize  the  great 
resources  of  our  country  and  Canada,  the  opportunities  offered 
to  immigrants  in  the  development  of  these  resources,  the 
consequent  rapid  increase  in  population  and  the  westward 
movement  of  this  population,  the  rapid  growth  of  our  cities, 
and  the  expansion  of  our  trade  relations  with  the  Orient  and 
with  our  possessions  in  the  East. 

In  order  to  avoid  the  danger  of  trying  to  teach  a  little  of  every- 
thing in  such  a  course,  we  focus  our  study  upon  certain  im- 
portant industrial  sections,  and  teach  each  section  as  far  as 
possible  through  its  chief  city.  We  study  this  city  as  the  center 
of  the  industries  and  life  of  the  section  and  discuss  its  relations 
to  other  cities  of  the  United  States  and  to  cities  in  similar  areas 
in  other  parts  of  the  world.  In  this  way  the  most  important 
geographical  features  of  North  America  are  reviewed,  but  from 
a  point  of  view  very  different  from  that  followed  in  the  early 
study  of  North  America  in  the  Fourth  Grade.  The  geographical 
facts  sought  for  and  explained  are  those  which  bear  directly  upon 
the  development  of  the  city  and  its  hinterland.  In  this  grade  as 
in  the  others,  some  big  question  or  problem  is  generally  put  before 
the  class,  the  solution  of  which  gives  both  motive  and  zest  for 
our  study. 

I.     Home  Geography 

We  begin  this  study  with  a  consideration  of  New  York  City 
as  the  greatest  port  in  North  America  and  as  its  greatest  manu- 
facturing city.  The  questions  which  direct  our  study  are  like 
the  following: 

Why  has  New  York  outdistanced  all  its  rivals  on  the  Atlantic 
Coast  as  a  seaport? 

Why  should  the  greatest  port  in  North  America  be  also  its 
greatest  manufacturing  center? 

In  solving  these  questions  it  is  necessary  to  study  about  the 
harbor  and  water  front  of  Greater  New  York  and  vicinity,  its 
protected  waterw^ay  to  New  England,  and  its  water  level  route 


Geography  37 

to  the  great  hinterland  of  the  Middle  West.  A  comparison  with 
other  Atlantic  seaports  shows  the  advantages  of  the  geographical 
position  of  New  York.  In  considering  the  rapid  development  of 
manufacturing  in  this  vicinity,  we  discuss  the  chief  factors  neces- 
sary for  manufacturing  on  a  large  scale,  i.  e., — ability  to  get  hold 
of  raw  material,  power,  labor  supply,  capital,  a  market  where 
the  product  can  be  sold,  and  transportation  facilities.  The  kinds 
of  manufacturing  which  New  York  has  developed  and  its 
preeminence  in  these  lines  are  shown  to  be  influenced  by  its 
geographical  position.  Local  problems,  such  as  the  necessity  of 
improving  the  water  front  to  keep  pace  with  modern  demands 
of  commerce,  and  the  care  of  the  highways  so  that  local  trans- 
portation may  supplement  rail  and  water  ways,  are  taken  up  as 
current  events. 

II.     North   America   with    Special   Reference   to   Untied 

States 

The  chief  cities  studied  besides  New  York  are  Pittsburgh,  the 
industrial  center  of  the  Allegheny  Plateau ;  New  Orleans,  the 
ocean  port  of  the  Mississippi  Valley ;  Duluth  at  the  head  of  the 
transportation  activities  of  our  inland  seas ;  Minneapolis,  St. 
Paul,  and  Winnipeg  as  the  industrial  and  financial  centers  of  the 
wheat  belt ;  Chicago  as  our  Inland  Metropolis ;  Denver  as  leading 
in  the  activities  of  the  Plains  and  Rocky  Mountains ;  Vancouver, 
Seattle,  and  Portland  as  outlets  of  great  agricultural  and  mining 
areas  and  as  pioneers  in  the  growing  trade  with  China,  Japan, 
and  Alaska;  San  Francisco  as  the  western  gateway  of  our  con- 
tinent and  the  outlet  of  the  California  Valley.  Some  question 
which  leads  to  the  consideration  of  the  Mississippi  River  as  a 
whole,  its  peculiar  features,  its  place  as  a  great  world  river,  its 
yet  undeveloped  resources  as  a  waterway  is  sure  to  come  up  each 
year  under  current  event  topics,  and  to  this  is  added  as  a  natural 
consequence  a  study  of  some  of  the  effects  likely  to  follow  the 
opening  of  the  Panama  Canal.  The  Great  Plains  are  best  studied 
through  the  Arkansas  River,  as  it  is  along  the  rivers  of  this 
arid  section  that  the  greatest  development  has  taken  place.  The 
series  of  lessons  on  the  Great  Plains  given  below  is  a  type  of  one 
method  of  procedure  in  this  grade. 


38        Curriculum  of  Horace  Mann  Elementary  School 

One  point  emphasized  in  the  work  on  the  Pacific  Coast  cities 
is  their  outlook  across  the  Pacific  and  the  consequences  of  their 
growing  trade  with  China  and  Japan  and  our  Island  Dependencies. 
It  seems  most  fitting,  therefore,  that  a  brief  study  of  the  chief 
Asiatic  countries  should  conclude  the  work  of  the  year,  should 
follow  our  flag,  as  it  were,  across  the  wide  ocean  that  has  been  so 
long  a  barrier  between  the  Eastern  and  Western  hemispheres. 
No  exhaustive  study  of  these  countries  is  attempted ;  our  interest 
lies  chiefly  with  their  rebirth  into  the  arena  of  world  affairs,  the 
nature  and  resources  of  each  country,  the  characteristics  of  their 
peoples,  and  their  possibilities  for  future  progress  along  the  lines 
of  Western  civilization.  The  topics  given  below  under  China 
will  suggest  the  treatment  followed  with  India,  Japan,  and  the 
Russian  possessions. 

III.     Chief  Countries  of  Asia 

The  chief  points  considered  in  the  study  of  China  are : 

1.  Its  separation  in  the  past  by  land  and  sea  from  the  rest  of 
the  world. 

2.  That  this  isolation  has  developed  in  its  people  certain  char- 
acteristics very  different  from  those  of  the  nations  who  trade 
with  each  other  and  travel. 

3.  That  China  is  a  nation  of  farmers  who  cultivate  little  pieces 
of  land  and  live  on  the  produce  of  this  land. 

4.  That  famines  follow  as  a  result  of  failure  of  crops  and 
because  of  lack  of  means  of  communication  between  different 
sections. 

5.  That  seven-eighths  of  the  400,000,000  inhabitants  are 
huddled  into  China  proper. 

6.  That  the  Chinese  are  industrious,  patient,  used  to  hard 
work,  devoted  to  their  ancestors,  highly  artistic,  skillful,  shrewd 
traders. 

7.  That  the  isolation  of  China  has  been  largely  removed  by 
the  telegraph,  steamship,  and  railroad,  and  by  the  efforts  of  the 
missionaries  in  introducing  modern  schools. 

In  discussing  these  points,  the  physical  features  of  the  country, 
its  resources,  and  some  of  the  leading  cities  will  naturally  be 
studied. 


Geography  39 

Before  the  books  are  closed  for  the  year  a  short  time  is  given 
to  a  comparative  study  of  the  great  commercial  nations  of  the 
world,  of  the  place  the  United  States  holds  among  these  nations, 
and  of  the  reasons  for  the  rapid  development  of  this  country  in 
agriculture,  manufacturing,  and  commerce. 

As  a  result  of  the  study  here  outlined  we  expect  pupils  of  the 
Seventh  Grade  to  know  the  location  of  certain  important  cities  hi 
North  America  as  well  as  in  the  other  continents,  the  leading 
industries  of  North  America,  where  these  are  centered  and  why — 
and  their  influence  on  the  distribution  of  population,  the  chief 
transportation  routes,  water  and  rail,  and  something  of  the  influ- 
ence of  climate  and  surface  on  industries  and  life.  Above  all,  we 
aim  to  create  a  real  interest  in  geography  that  will  not  leave  the 
pupil  when  he  ceases  to  study  geography  as  a  school  subject. 

The  following  outline  of  a  series  of  lessons  on  "  The  Great 
Plains,"  together  with  the  samples  of  pupils'  work,  represents  the 
general  method  of  treatment  in  this  grade. 


The  Great  Plains  in  Their   Relation   to  Human   Occupation   and 

Development 

Lesson   Outline 

Discussion  of  points  to  be  made  and  assignments  for  home  lessons. 
General  Topic  and  Aim : 

A  section  of  the  United  States  known  as  The  Great  Plains  was  once 
known  as  The  Great  American  Desert.  To-day  it  is  a  source  of  great 
wealth  and  millions  of  people  depend  upon  its  products  for  food  and 
clothing.  Our  purpose  is  to  find  out  how  it  came  to  be  thought  a  desert 
and  by  what  means  large  portions  have  been  changed  to  areas  of  great 
productiveness. 

Where  are  the  Great  Plains?  Rainfall  map  of  United  States  used 
to  fix  eastern  boundary,  the  line  of  20  inches  and  over  of  rainfall  per  year. 

How  did  the  region  come  into  possession  of  the  United  States?  Recall 
Louisiana  purchase.  Towns  already  settled  were  St.  Louis  and  New 
Orleans.  Jefferson  thought  it  wise  to  find  out  about  region  west  of 
Mississippi.  Children  read  from  McMaster's  "  School  History,"  page 
219.  about  general  ignorance  of  the  government  about  the  region. 

What  means  did  the  government  take  to  find  out  about  this  new 
territory?  McMaster,  page  330,  gives  routes  of  Lewis  and  Clarke's  ex- 
plorations, also  those  of  Pike  and  Long.  Major  Long  kept  an  interesting 
diary  of  his  expedition. 


40         Currlailum  of  Horace  Mann  Elementary  School 

What  were  some  of  the  difficulties  he  would  have  to  face? 

From  Longmans'  Atlas,  Maps  ii  and  i6,  study  general  surface  of 
country  and  its  aridity.  Dangers  from  scarcity  of  food,  water,  and  from 
attacks  of  Indians. 

Long  walked  150  miles  up  the  bed  of  the  Arkansas  River  without 
once  seeing  water.     In  what  season?     Where? 

In  portions  of  stream  lower  down  he  found  water  holes  used  by 
buffaloes  as  drinking  pools,  but  these  were  often  muddy.  Game  was  not 
abundant.  Why?  He  finally  reached  the  Rockies.  What  record  on 
the  map  do  we  find  of  the  accomplishment  of  his  journey?  Of  Pike's 
expedition? 

What  was  likely  to  be  the  nature  of  the  report  Long  sent  to  U.  S. 
Government?  McMaster,  page  331,  gives  a  summary  of  Long's  report. 
This  report  gave  rise  to  the  name  "  Great  American  Desert." 

How  would  such  a  report  affect  the  settlement  of  the  region? 

When  gold  was  discovered  in  California  and  trails  were  blazed  across 
this  desert  and  the  Rockies,  the  Plains  was  the  most  dreaded  part  of 
journey.     Why? 

Why  did  the  routes  of  all  these  explorers  and  immigrants  follow  rivers? 

Of  the  rivers  the  Arkansas  is  the  most  interesting  and  typical  of  a 
"  Plains "  stream.  Through  a  study  of  it  we  shall  find  an  answer  to 
our  question, — How  has  this  desert  been  changed  to  an  area  of  great 
productiveness? 

The  Arkansas  is  often  called  "  The  American  Nile."  What  must  be 
some  of  its  characteristics? 

Rises  where?  Fed  by  what?  Where  does  it  emerge  from  mountains? 
How  does  its  character  change? 

Careful  study  of  map  necessary.  "  The  Royal  Gorge  "  is  used  as  an 
illustration  in  some  text-books.  The  upper  portion  of  the  river  does 
not  invite  to  settlement.  Why?  Where  the  river  emerges  on  the  plains 
there  begins  the  agricultural  development  of  the  valley.  Irrigating 
ditches  appear  east  of  Pueblo.    At  Rocky  Ford  are  melon  farms. 

How  do  the  farmers  make  sure  of  a  bountiful  supply  of  water  during 
the  summer?     How  are  cattle  and  sheep  watered? 

The  Arkansas  is  a  strange  river ;  the  water  grows  less  as  we  advance 
toward  its  mouth.  In  what  part  of  the  river's  course  does  this  condi- 
tion  begin? 

The  Arkansas  is  a  two-story  river.  Entire  stream  disappears  at  times 
into  the  sands  and  reappears  many  miles  below.  Recall  Long's  experi- 
ence. Point  to  a  place  on  the  map  where  he  may  have  walked  in  the 
bed  of  the  river.  In  March  one  can  often  walk  across  the  bed  of  the 
river  in  western  Kansas  and  eastern  Colorado.  A  half  mile  of  level 
sand  with  the  narrow  ribbon  of  the  stream  winding  across  it  is  all  that 
lies  under  the  long  bridges  that  span  the  Arkansas.  (Dodge's  Advanced 
Geography,  page  25,  has  a  picture  of  the  braided  channels  of  the  Platte.) 


Geography  41 

When  might  this  narrow  stream  become  a  flood?  (Recall  when  snows 
on  the  mountains  melt.) 

Some  one  has  said  that  the  Arkansas  is  2.000  miles  long,  half  a  mile 
wide,  and  six  inches  deep.     Which  of  these  dimensions  is  constant? 

The  early  emigrants  who  followed  the  Platte  and  Arkansas  suffered 
terrible  hardships  from  lack  of  water.  Yet  there  was  water  if  they 
had  known  where  to  find  it. 

Where  did  Long  find  it?  Through  what  kind  of  soil  must  stream 
flow  through  for  this  to  happen?  What  should  cause  the  stream  to 
rise  to  surface  again? 

Settlers  afterward  bored  for  water;  sometimes  they  found  it  at  a 
few  feet,  sometimes  hundreds,  below  the  surface. 

Where  does   the   force   come    from   that   makes  the  well   spout? 

Sometimes  the  water  must  be  pumped.  On  the  Great  Plains  wind- 
mills pump  water  onto  the  land.  In  what  country  do  windmills  pump 
water  out  of  the  land?     The  windmill  is  a  feature  of  all  farms. 

Compare  the  artesian  well  with  the  water  hole  of  the  buffalo.  How 
has  it  been  possible  to  turn  this  so-called  desert  into  sheep  and  cattle 
ranches  and  melon  farms?  Locate  the  grazing  section  of  the  Great 
Plains. 

In  the  lower  portion  of  river's  course  the  stream  comes  permanently 
to  the  surface  and  behaves  as  a  normal  river  should.  (Use  rainfall  map 
to  determine  where  this  will  be.)  Here  the  plains  merge  into  the 
prairies  and  farming  is  not  confined  to  the  river  valleys,  nor  dependent 
on  underground  waters  for  supply. 

What  are  the  occupations  and  industries  of  the  dwellers  on  the 
Plains? 

Map  17  of  Longmans'  Atlas  shows  grazing  areas.  The  extension  of 
irrigation  products  and  the  introduction  of  "dry  farming"  bring  every 
year  more  land  under  cultivation.  There  are  few  large  cities.  Denver  and 
Pueblo  at  the  western  boundary,  Wichita  at  the  eastern  are  flourishing 
towns.  The  products  of  the  ranches  are  shipped  east.  To  what  point 
in  Nebraska?  in  Missouri?  in  Illinois?  To  what  industries  in  these 
cities  do  these  products  give  rise?  What  railroad  lines  cross  these  states? 
Which  of  them  follow  routes  of  explorers?  Which  follows  the  old 
Santa  Fe  trail? 

Many  boys  and  girls  brought  up  in  the  Plains  have  never  seen  a 
lake,  a  river,  perhaps  not  even  a  tree,  yet  they  have  many  comforts  of 
modern  life.  Do  you  think  they  have  telephone  service  and  Rural  Free 
Delivery  on  the  steppes  of  Russia  or  the  Plains  of  Hungary  or  Argentine? 

Compare  these  areas  for  products,  language  spoken,  Hues  of  trans- 
portation, cities. 

Assignments  for  Home  Lessons 

I.  On  an  outline  map  of  United  States  color  the  Great  Plains  section, 
write  names  of  states  wholly  or  partly  in  the  Plains,  and  the  names  of 
rivers   which  cross  them.     Learn  these   facts. 


42         Curriculum  of  Horace  Mann  Elementary  School 

2.  A(W  routes  of  explorers  with  dates. 

3.  Write  a  description  of  the  Arkansas  as  a  two-story  river. 

4.  Draw  a  series  of  illustrations  with  explanatory  notes  showing  the 
source  of  underground  water,  an  artesian  well,  a  windmill  pumping 
water  for  stock,  a  sketch  map  of  the  Arkansas  River. 

5.  Use  your  text-book  and  be  prepared  on  the  industries  of  the  Great 
Plains,  the  location  of  cities,  and  transportation  routes. 

6.  Place  the  facts  learned  in  Exercise  5  on  an  outline  map  of  the 
United   States. 

7.  Use  your  text-book  and  find  out  all  you  can  about  the  steppes  of 
Russia  and  the  Plains  of  Hungary  and  Argentine.  Write  these  facts 
in  three  paragraphs. 

8.  Bring  in  a  written  report  of  the  class  lesson  of  to-day. 

Pupil's    Work   Illustrating   Some   of   the   Above   Assignments.      Written 
Report  of  Class  Lesson  of  Previous  Day 

The   Great   Plains   of   America 

What  are  the  boundaries? 

The    western    boundary    is     the     Rocky     Mountains,    the    eastern 
boundary  the   twenty-inch   rainfall   line. 
How  did  we  acquire  it? 

From  France,  as  the  Louisiana  Territory,  omitting  Texas,  in  1803. 
How   did   President  Jefferson  know   about   it? 

He  sent  out  an  expedition,  to  explore  the  country,  headed  by  Major 
Long. 
What  were   the  two   cities? 

New  Orleans  and  St.  Louis. 
Was  the  journey  to  be  easy  or  hard?     Why? 

Hard.     Because  they  had  to  depend  on  what  they  caught  for  pro- 
visions, and  perhaps  have  attacks  from  the  Indians. 
What  was  the  route  and  season? 

The   season   was   spring.     He  started   at   St.   Louis,   went  up  the 
Missouri,  the  Kansas  and  the  Arkansas  Rivers. 
Where  is  his  name  commemorated? 

At  Long's   Peak. 
What  was  his  report? 

Region  much  like  Sahara  Desert. 
How  did  they  come  to  be  called  the  Great  Desert  of  America? 

From  the  reports  of  Pike  and  Long. 
When  did  the  first  rush  of  population  cross  them? 

In  1849,  to  California,  for  gold. 


Geography 

Sketches  and  Map  Prepared  as  Home  Work 


43 


ThEDnEATmiHS. 


44         Curriculum  of  Horace  Mann  Elementary  School 


STUDY  OF  NEW  YORK  CITY 

The  purpose  of  this  study  of  New  York  is  to  acquaint  the 
children  with  their  own  city,  to  interest  them  in  the  efforts  of  its 
best  citizens  toward  a  higher  ideal  of  city  life  and  government, 
and  to  inspire  them  with  a  desire  to  do  something  for  their  city. 
This  knowledge  should  include  (i)  the  actual  physical  features 
of  the  city;  (2)  the  inhabitants,  their  number  and  nationality; 
(3)  the  occupations  of  the  people  and  some  of  the  problems 
arising  on  account  of  the  industrial  pursuits  in  which  many 
of  them  are  engaged ;  (4)  some  of  the  institutions  aiming  to 
solve  the  most  pressing  of  these  problems,  i^is.,  the  Consumer's 
League,  the  Child  Labor  organizations,  the  City  Club;  (5)  the 
history  of  New  York  and  historic  spots  in  the  city;  (6)  the 
beautiful  things  in  New  York,  buildings,  parks,  museums,  art 
collections,  etc.;  (7)  the  means  for  protecting  life  and  property, 
z4s.,  the  Police  and  Fire  departments,  courts. 

As  will  be  seen  by  consulting  the  tabulated  outline  below,  the 
method  of  presenting  these  topics  and  questions  is  to  draw  from 
each  subject  of  the  curriculum  any  material  which  may  apply  to 
New  York,  rather  than  to  organize  a  special  course  not  related 
to  all  school  subjects.  The  time  schedule  is  not  necessarily  fixed, 
but  each  phase  of  the  study  is  taken  up  in  the  natural  setting 
of  the  general  course  from  which  it  is  drawn.  The  amount  of 
time  given  to  this  study  varies  from  two  to  four  weeks,  according 
to  the  grade  of  the  child  and  the  subject  under  consideration.  A 
more  detailed  treatment  of  these  topics  is  given  in  other  parts  of 
the  course  of  study  under  the  general  heading  at  the  top  of  each 
column. 


45 


46         Curriculum  of  Horace  Mann  Elementary  School 


STUDY  OF 


GRADES 

HISTORY  AND  CIVICS 

GEOGRAPHY 

FINE  ARTS 

VII 

Political  divisions  of 
city 

Industrial  protection 

Comparison  with  the 
past 

Dep'ts  of  City  Gov- 
ernment and  their 
work 

New  York  as  a  port, 
as    a   manufactur- 
ing center 
Streets,  plan  of  city 
Terminals  —  water — 
rail 

Civic  art 
Improvement  of  city 

VI 

United     States    his- 
tory 

Discoveries 
Colonial  history 

New  York  State  and 
Hudson  River 

Some  works  of  art  in 
New  York.  Exam 
pies  of  Colonial  art 

V 

United  States  post- 
office. 

Its    work    in    the 
city.     Comparison 
with        mediaeval 
times. 

Foreign  population 
Immigration 

Tiffany  glass.  Collec 
tions  of  pottery  and 
porcelain  in  muse 
ums,  shops. 

IV 

Police  protection 
Comparison     with 
the  past 

Transportation     and 
communication 
Streets 
Tunnels 
Bridges 

Study  of  collections  0 
textiles  and  plates  ir 
Metropolitan  Muse 
um.  Design  work 
Appearance  of  city 
street  compared  witb 
country  road. 

III 

Early  history 
Fire  protection 

Surface     of     city  — 
map  of  New  York 

Continuation            of 
weather  study 

Sunny,    grey,    and 
stormy    days    along 
the  Hudson 

Firemen  in  action 

II 

Early  history 

Study  of  New  York  City 


47 


lEW  YORK  CITY 


INDUSTRIAL  ARTS 

SCIENCE 

LITERA- 
TURE 

HOUSEHOLD 
ARTS 

CVood,     steel,     cement 
and  metal  industries 
of    New    York;    the 
various    phases    and 
importance   of   these 
industries  from  a  so- 
cial    and     economic 
viewpoint. 

Local 
poets 
and 
writers 

Cooking 

Food  inspection 
Pure  food  laws 

Water      supply      of 
New  York 

Irving 

Colonial  industries 

Textiles 

Garment-mak- 
ing 

Industrial     and 
social      prob- 
lems 

Forestry 

Trees  and  birds  of 
parks 

Sources  of  food, 
clothing,  shelter: 
sugar        fibres 
tea            rubber 
fish           building- 
lumber         stones 

Stories  of 
inven- 
tors, 
engi- 
neers, 
build- 
ers 

shelter,  food,  clothing 
Brick-making 
Milk  supply 
Wool  market 

Vegetable  gardens 

Shrubs      ) 

Vines         >  of  parks 

Flowers    ) 

Beaver 

Sea-gull 

Work    illustrating    oc- 
cupations of  Indians 
on  Manhattan  Island 

Clays 

Textiles 

Native    plants     and 

animals 
Weather 

Rain 

Snow 

Temperature 

Evaporation 

HISTORY 

The  present  course  of  study  in  history  presents  many  modifica- 
tions of  the  course  published  six  years  ago.  We  have  been  and 
still  are  trying  out  new  ideas  both  as  to  subject  matter  and 
method,  so  that  the  outline  offered  here  is  not  final,  but  represents 
what  at  the  present  time  seems  best  adapted  to  the  particular 
needs  of  our  pupils. 

The  work  of  the  earlier  grades  cannot  with  exactness  be  called 
history.  In  the  First  Grade,  for  instance,  it  is  rather  a  study 
of  sociology,  putting  the  children  into  intelligent  connection  wuth 
their  surroundings.  From  a  study  of  the  home  they  are  led  out 
through  the  work  of  the  father  into  a  larger  environment  to 
observe  those  who  are  occupied  in  providing  them  with  the  neces- 
sities of  life.  To  emphasize  the  universality  of  the  family  idea, 
sharply  contrasting  homes  from  other  parts  of  the  world  are 
brought  in,  the  homes  of  the  Dutch  and  the  Eskimo. 

In  the  work  of  the  Second  Grade  there  enter  certain  large  his- 
torical concepts.  The  elements  of  time  and  change  are  introduced 
at  this  point,  when  the  children  are  taken  back  three  hundred  years 
to  a  study  of  Manhattan  Island  with  its  Indian  inhabitants.  Here 
two  sets  of  conditions  far  apart  in  time  are  brought  in  for 
comparison  to  develop  these  concepts. 

In  the  Third  Grade,  with  the  discoveries  of  Hudson,  still 
another  element  is  involved,  that  of  movement.  For  the  first 
time  a  logical  succession  of  events,  each  depending  on  the  preced- 
ing, is  presented.  We  chose  this  material  because  local  history 
always  contains  a  natural  interest  and  reality  for  little  folk,  and 
because  so  large  an  amount  of  matter  was  readily  accessible. 

The  study  of  New  York  is  followed  by  that  of  colonial  New 
England,  where  we  see  the  transplanted  English  develop  into 
Americans,  illustrating  the  changes  wrought  in  a  people  by  the 
action  of  their  surroundings. — a  fourth  important  historical 
concept. 

In  the  reorganized  course  of  history,  the  work  of  the  Fourth 

48 


History  49 

Grade  is  not  sufficiently  worked  out  to  give  more  than  a  general 
statement.  In  this  year  we  take  up  the  Greeks  and  early  Romans, 
beginning  with  their  story  as  it  emerges  from  legend  into 
authentic  history,  and  bringing  it  down  to  the  time  when  Greece 
becomes  a  Roman  province.  Very  little  time  will  be  spent  on 
wars,  etc.,  but  we  plan  to  emphasize  such  topics  as  will  build 
up  very  concrete  notions  of  what  Greek  life  really  was  like, 
and  to  give  some  of  their  beliefs  as  expressed  in  myths. 

The  presentation  of  historical  epochs  in  their  sequence  begins 
in  the  Fifth  Grade  with  the  study  of  Roman  history  and  the 
Middle  Ages.  From  there  on  the  evolution  of  events  is  followed 
consecutively  in  the  Sixth  and  Seventh  Grades.  The  Sixth 
Grade  makes  a  study  of  the  European  background  of  American 
history,  and  follows  the  course  of  American  history  to  the  close 
of  the  Revolution,  while  the  Seventh  Grade  continues  the  develop- 
ment of  the  United  States  up  to  the  present  day. 

In  assigning  the  study  of  the  Greeks  to  the  Fourth  Grade  it 
was  necessary  to  move  backward  the  subject  matter  of  the 
three  following  years.  This  adjustment  allows  us  time  to  bring 
United  States  history  down  to  our  day,  giving  an  opportunity 
for  the  consideration  of  such  questions  as  the  colonization  and 
development  of  our  West,  and  the  United  States  as  a  world  power 
with  its  attendant  responsibilities. 

Besides  this  shifting  of  material,  there  is  throughout  the 
course  a  noteworthy  tendency  to  cut  down  the  number  of  topics, 
allowing  more  time  to  those  we  consider  more  worth  while. 
The  outline  as  printed  may  be  somewhat  misleading  in  this 
respect,  but  several  points  included  are  touched  on  just  enough 
to  keep  the  connection  between  the  subjects  of  greater  im- 
portance. In  the  treatment  of  wars  this  is  especially  true.  While 
we  have  not  entirely  reached  a  peace  basis  and  do  not  intend 
to  eliminate  war  altogether,  we  have  cut  out  many  of  the  actual 
military  operations,  putting  the  emphasis  rather  on  causes  and 
results.  However,  we  do  believe  there  is  a  legitimate  place  for 
some  of  the  stirring  tales  of  battles  and  military  heroes.  Aside 
from  their  knowledge  as  a  matter  of  information,  the  love  of 
the  dramatic  in  the  normal  boy  and  girl  furnishes  sufficient 
reason  for  including  these  thrilling  stories. 

The  condensation  referred  to  above  leaves  us  free  to  devote 


50         Curriculum  of  Horace  Mann  Elementary  School 

ourselves  more  exclusively  to  matters  of  social  and  industrial 
importance.  So,  as  historians  furnish  us  more  and  more 
authentic  information  regarding  the  common  things  of  former 
times,  we  are  able  increasingl)'  to  emphasize  those  concrete 
matters  which  are  most  interesting  to  young  folks,  how  people 
ate,  slept,  travelled  and  conducted  themselves  generally.  As  each 
year  adds  to  the  mass  of  historical  source  material  adaptable 
to  elementary  work,  we  increasingly  avail  ourselves  of  this  means 
to  put  our  classes  into  more  vital  connection  with  the  past. 

In  American  history  especially  there  are  many  of  the  more 
important  documents  available  for  class-room  use.  By  referring 
to  an  excellent  facsimile  of  the  Declaration  of  Independence, 
we  can  give  our  pupils  a  vivid  summary  of  the  colonists'  griev- 
ances against  King  George  as  stated  by  the  revolutionists 
themselves,  also  the  date,  the  place  of  assembling,  how  the 
Congress  was  made  up,  etc.  And  when  the  students  see  the 
broad  signature  of  Hancock,  and  the  queer  cramped  writing  of 
the  other  signers,  they  do  not  soon  forget  who  was  president 
of  the  Congress  and  what  men  took  that  decisive  step. 

Pictures  also  form  most  excellent  source  material  for  work 
with  young  folks.  While  formerly  about  the  only  sort  of  illustra- 
tion a  history  teacher  could  muster  was  a  fanciful  General  Put- 
nam galloping  gaily  down  a  stairway  pursued  by  the  British, 
we  are  at  present  supplied  with  authentic  illustrations  for  all 
periods.  Just  as  Alice  Morse  Earle  has  made  vivid  the  everyday 
life  of  our  colonial  ancestors,  so  Mau  has  pictured  for  us  how 
the  old  Roman  ground  his  flour  and  baked  his  bread.  Then, 
too,  the  Sunday  newspapers  and  illustrated  magazines  furnish 
much  illustrative  material.  At  the  time  of  the  Lincoln  Centenary 
a  few  years  ago,  we  were  able  to  collect  quite  a  complete  set  of 
reprints  and  photographs  representing  the  life  of  that  president. 

Another  tendency  in  method  which  has  been  influencing  our 
history  teaching  more  and  more  is  due  to  our  conviction  that, 
while  giving  attention  to  things  ancient,  we  must  arouse  and 
keep  alive  the  feeling  in  the  pupils  that  all  this  is  of  real  concern 
to  them.  Consequently,  whenever  it  can  profitably  be  done, 
connection  is  made  between  the  lesson  and  present-day  condi- 
tions. This  has  the  twofold  value  of  giving  perspective  to  the 
life  of  the  present,  while  at  the  same  time  vivifying  a  far-oflf 


History  51 

event.  When  the  latter  is  too  remote,  the  teacher  bides  her  time 
until  the  chain  of  events  shall  bring  the  matter  near  enough  for 
the  comparison  to  be  natural,  always  taking  care  not  to  warp 
facts  to  fit  a  theory.  This  method  lends  itself  most  readily  to 
modern  history. 

It  so  happens  that  we  begin  the  study  of  the  Constitution  about 
the  first  of  December,  when  the  newspapers  are  giving  consider- 
able space  to  the  assembling  of  Congress  and  its  doings.  So  the 
class  gathers  its  ideas  of  the  working  of  the  Constitution  through 
watching  how  a  live  congress  conducts  itself,  and  what  a  president 
actually  does.  During  the  six  months  following,  nearly  all  the 
powers  of  both  branches  of  Congress  will  be  brought  into  play, 
and  the  executive  called  on  to  perform  most  of  the  duties  allotted 
him.  This  sort  of  work,  aside  from  the  interest  created,  leaves 
the  desired  impression  that  the  Constitution  is  not  an  uninter- 
esting document  concocted  by  our  ancestors  a  hundred  years 
ago,  but  a  vital  instrument  affecting  our  life  of  to-day. 

While  events  of  American  history  are  more  easily  put  in  con- 
nection with  modern  times  than  the  more  ancient,  still  there  are 
many  points  of  contact  to  be  found  with  the  earlier  periods. 
The  guilds  of  the  Middle  Ages,  for  instance,  are  not  so  unlike 
our  labor  unions  of  to-day,  even  to  the  boycott  method  of  bringing 
the  employers  to  terms.  And  back  in  Imperial  Rome  the  nata- 
torium  with  its  underground  heating  apparatus  bears  a  strong 
resemblance  to  the  swimming  tank  of  our  own  school. 

Another  modification  since  our  last  published  account  is  the 
increased  time  devoted  to  current  events,  especially  in  the 
Seventh  Grade.  Through  this  we  try  to  awaken  a  lively  interest 
in  history  in  the  making.  We  endeavor  to  train  pupils  to  cull 
from  the  mass  of  news  that  which  is  of  lasting  interest  and  which 
bears  on  great  movements.  Aside  from  the  main  object  of  such 
work,  there  are  several  by-products.  One  of  the  most  valuable 
is  the  light  it  throws  on  the  past.  In  following  the  evolution  of 
the  aeroplane,  for  instance,  the  boy  compares  it  with  that  of  the 
steamboat  and  locomotive,  realizing  that  these  inventions  also 
were  the  results  of  slow  growth  and  did  not  spring  "  full-armed  " 
into  being.  These  current  events  are  often  utilized  as  a  starting 
ooint  for  a  series  of  lessons  in  geography,  as  in  the  study  of 
Central  America — part  of  the  prescribed  course  in  geography — 


52         Curriculum  of  Horace  Mann  Elementary  School 

the  approach  was  made  through  an  interest  awakened  in  the 
Panama  Canal.  So,  also,  the  political  situation  in  the  Balkans 
this  year  has  furnished  a  natural  introduction  into  the  required 
review  of  Europe. 

We  find  this  also  ati'ords  excellent  matter  for  oral  English 
lessons.  From  the  wide  range  of  subjects  offered,  the  pupil 
selects  what  to  him  appears  of  paramount  interest  and  impor- 
tance, leading  him  naturally  to  express  himself  with  force  and 
conciseness. 

The  following  is  an  outline  of  the  topics  planned  for  the 
various  grades  beginning  with  the  fall  of  1913. 

FIRST  GRADE 

Study  of  Home  and  Environment 

I.     The  home  as  a  center.     An  enlargement  of  work  already 
done  in  kindergarten. 

1.  Occupations  of  members  of  the  family. 

2.  A  consideration  of  the  service  that  father  renders  the 

community  leads  the  child  to  a  study  of  the  occupa- 
tions that  contribute  to  the  obvious  needs  of  the 
house,  especially  those  that  provide  food  and  cloth- 
ing.    Emphasis  on  the  idea  of  interdependence. 

3.  Excursions  to  a  general  farm  in  New  Jersey  in  the 

fall  when  crops  are  being  harvested,  also  to  a 
market. 

4.  Lessons  based  on  excursions.    Pupils  list  middle-men 

between  farmer  and  consumer  to  get  the  idea  of  the 
long  chain  of  people  concerned  in  bringing  food  to 
their  homes. 

5.  Thanksgiving,    the    culmination    of    the    harvest,    is 

brought  out  in  songs  and  stories. 

6.  A  farm  is  constructed  on  the  sand  table.    Pictures  of 

farms,  markets,  etc.,  arc  brought  by  the  children 
and  used  to  illustrate  the  reading  book  which  is  a 
summary  of  the  fall's  work. 

7.  Some  of  the  occupations  that  furnish  woolen,  cotton, 

and  silk  clothing  to  the  family.  The  workers  con- 
cerned in  the  production  of  these  are  listed  to  give 


History  53 

the  class  an  idea  of  the  chain  of  men  engaged  in 
serving  them. 
II.     Illustrative  material.     Simple  weaving. 

1.  Simpler  homes   from   different   parts  of  the  world 

compared  with  ours,  emphasizing  the  universal  rela- 
tionships. 

2.  Excursion   to    Natural    Flistory    Museum    to    study 

Eskimo  exhibit. 

3.  Illustrative  material :     Eskimo  village  built  on  sand 

table. 

III.  Stories  from  primitive  life  told  to  emphasize  the  simpler 

phases  of  family  life. 

IV.  Miniature  home  made  by  class,  with  suitable  furniture. 

V.  Return  to  the  work  of  the  farm  in  the  spring  to  complete 
the  observations  made  in  the  fall.  This  also  forms  a  basis 
for  the  season's  work  in  nature-study. 

SECOND  GRADE 
Early  Life  on  Manhattan  Isla-nd 

I.     Immediate  neighborhood. 

1.  Changes  constantly  taking  place  here. 

2.  Picture  island  before  1609. 

3.  Use  descriptions,  models,  pictures. 

II.     The  Indians. 

1.  How  we  know  they  were  here.   Excursions  to  Natural 

History  Museum.     Late  discoveries  found  here. 

2.  Study  of  the  Indians  themselves.    Appearance,  cloth- 

ing, food,  shelter,  occupations,  games. 

3.  Stories  the  Indians  told  about  themselves. 
TIL     Henry  Hudson  and  the  Dutch. 

1.  Hudson's  discovery. 

(a)  Motive. 

(b)  Description  of  boat. 

(c)  Arrival  in  New  York  Harbor. 

(d)  Trip  up  the  Hudson. 

(e)  Result  of  discovery. 

2.  Establishment  of  New  Amsterdam. 


54         Curriculum  of  Horace  Mann  Elementary  School 

References  : 
Smithsonian  Reports. 
Dutch   Village   Communities   on   the    Hudson    River,    Elting   of   Johns 

Hopkins. 
Old    South    Leaflets,    No.   69.     Van   der   Donk's    description    of    New 

Netherlands,    1655. 
Manhattan  Island  and  Its  Inhabitants. 

Historical  Inquiry  Concerning  Henry  Hudson,  Read,  Albany  1866. 
Old   Indian   Legends   Retold,   Zetkala. 
Indian  Myths,  Emerson. 
Story  of   Manhattan,   Charles   Hemstat. 
New  Amsterdam  and  Its  People,  J.  H.  Innes. 

THIRD  GRADE 
Colonial  History 

I.     Early  New  York. 

1.  Review  New  York  history  given  in  Second  Grade. 

2.  Life  in  New  Amsterdam. 

(a)  Homes. 

(b)  Clothing. 

(c)  Food. 

(d)  Occupations. 

(e)  Education. 

(f)  Governor  Stuyvesant. 

3.  One  of  the  great  estates. 

4.  Reference  made  to   the   English   conquest   and   the 

Revolution. 

II.     Life  in  Massachusetts. 

I.     Plymouth  Plantation. 

(a)  Motive  for  founding  colony. 

(b)  Voyage. 

(c)  Planting  colony. 

(d)  Life  under  Governor  Bradford. 

(e)  Industries  developed. 

(f )  Comparison  with  life  in  New  York. 

III.     Life  in  Virginia. 

1.  Motive  for  settlement. 

2.  John  Smith  and  his  experiences. 

3.  Later  life  on  a  plantation. 


History  55 

IV.     Men  commemorated  by  our  national  holidays. 

1.  Columbus. 

2.  Washington. 

3.  Lincoln. 

References : 
Child  Life  in  Colonial  Days,  Earle. 
Home  Life  in  Colonial  Days,  Earle. 
Colonial  Days  in  Old  New  York,  Earle. 
Colonial  Children,  Hart. 

Industrial  Evolution  of  the  United  States,  Wright. 
Dutch   Village    Communities   on   the  Hudson    River,    Elting   of   Johns 

Hopkins. 
A  Landmark  History  of   New  York,   Ullman. 
Plymouth  Plantation,  Bradford. 

Massachusetts    Historical   Collection,   Series   IV,   Vol.   III. 
Customs  of  Old  New  England,  Earle. 
Pilgrims    and    Puritans,   Tiffany. 
Economic  History  of   New  England,  Weeden. 
Beginnings  of  New  England,  Fiske. 
Adrian  Block,  Smith  and  Perry. 
A  True  Relation,   Capt.  John  Smith. 
American   History  Leaflet,  No.  27. 
Colonial  Cavalier,   Goodwin. 
Stories  of  the  Old  Dominion,  Cooke. 
Knights  of  the  Golden  Horseshoe,  Cooke. 
Virginia,  Cooke. 

FOURTH  GRADE 
Greek  and  Early  Roman  History 
The  outline  for  this  grade  has  not  yet  been  worked  out,  but 
when  finished  will  include  such  topics  as :  the  wide  distribution 
of  the  Greeks,  geographical  conditions  affecting  their  life, 
customs  in  common,  the  Olympian  Games,  etc.,  life  of  a  Spartan 
family,  of  an  Athenian  family  in  the  Age  of  Pericles,  some  of 
their  religious  beliefs  as  expressed  in  their  myths.  A  similar 
treatment  will  be  given  the  Early  Roman  period. 

FIFTH  GRADE 
Roman  History  and  Middle  Ages 
I.     Rome  extends  her  conquests  beyond  Italy. 

1.  War  with  Macedonia  and  Greece. 

2.  War  with  Antiochus  and  Mithridates. 


56         Curriculum  of  Horace  Mann  Elementary  School 

II.     Civil  strife  in  Rome. 

1.  The  Gracchi. 

2.  Marius  and  Sulla. 

3.  Caesar  and  Pompey. 

III. 

I.     Julius  Caesar. 

Roman  life  at  that  time; 


3me  as  an 

Empire. 

I.     Julius 

Caesar. 

2.     The  reign  of  Augustus,    i 

(a) 

Homes. 

(b) 

Dress. 

(c) 

Schools. 

(d) 

Writers. 

(e) 

Buildings. 

(f) 

Life  of  the  Forum. 

3,     Extent  of  empire,  14  A.  D. 

IV.     Influence  of  Roman  civilization  on  subsequent  history. 

1.  Laws. 

2.  Calendars,  numerals,  names  of  months. 

V.     Ancient  Germans. 

1.  Planner  of  life  compared  with  American  Indians. 

2.  Characteristics  of  people. 

3.  Location  of  principal  tribes. 

4.  Relations  with  the  Romans. 

VI.  Breaking  up  of  the  Roman  Empire.  The  barbaric  in- 
vasions affecting  the  life  of  the  people.  Emphasis 
on: 

1.  Invasion  of  Angles  and  Saxons. 

(a)  Condition  of  Britain  under  Romans. 

(b)  Cause  of  invasion. 

(c)  Character  of  invaders. 

(d)  King  Alfred. 

2.  Invasion  of  Franks. 

(a)  Reason  for  their  strength. 

(b)  Clovis. 

(c)  Charlemagne. 

(d)  Why  their  power  lasted. 


History  57 

3.     Norsemen. 

(a)  Location. 

(b)  Character. 

(c)  Conquest  of  France. 

(d)  Conquest  of  England. 

VII.     Feudalism  and  Chivalry. 

1.  Feudalism  as  a  way  of  governing. 

(a)  The  importance  of  owning  land. 

(b)  What  a  vassal  owed  to  his  lord. 

2.  Chivalry. 

(a)  What  a  knight  vowed. 

(b)  Ceremonies  attending  knighting  a  squire. 

VIII.     Mohammedanism. 

1.  Mohammed  and  his  teachings. 

2.  Invasion  of  Mohammedans. 

IX.     Life  in  Middle  Ages. 

1.  In  the  castle. 

2.  In  the  monastery. 

3.  In  the  village. 

4.  In  the  town. 

References  : 

Roman  Period 

Text-Book:    Story  of  the  Romans,  Guerber. 

Story  of  Rome  as  the  Greeks  and  Romans  Tell  It,  Botsford. 

Pompeii,    Its  Life   and  Art,  Mau. 

Studies  in  Greek  and  Roman  History,  Sheldon. 

Iliad,   Bryant's  translation. 

Plutarch's  Lives. 

Letters  of  Caius  Plinius  Caecilius  Secundus,  translated  by  Mehnoth. 

History  of  Rome,  Botsford. 
Middle  Ages 

Text-Book:    A  Story  of  the  Middle  Ages,  Harding. 

Introduction  to  Middle  Ages,  Emerton. 

History  of   Western   Europe,   Robinson. 

Germania,  Tacitus. 

Chronicles,   Froissart. 

Readings  in  European  History,  Robinson. 

Mediaeval    Civilization,   Adams. 


58         Curriculum  of  Horace  Mann  Elementary  School 

SIXTH  GRADE 

European   Beginnings  of  American   History 
American  History  Through  the  Revolution 
I.     The  Church, 
n.     The  Crusades. 

I.     Conditions  which  led  to  these. 


Main  points  to  be  considered  in  the  First  Crusade. 
How  the  Third  Crusade  differed  from  the  First. 
Peculiarities  of  the  Fourth  Crusade. 
Economic  and  political  results  of  the  Crusades. 

HI.     King  John  and  The  Magna  Charta. 

1.  How  King  John  helped  to  develop  a  love  of  liberty 

in  English  hearts. 

2.  What  was  done  to  bring  the  King  to  a  realization 

of  his  obligations. 

3.  Provisions  of  the  Magna  Charta. 

IV.     The  Hundred  Years'  War. 

1.  Causes. 

2.  Periods  of  the  War. 

3.  Results. 

V.     Civilization  of  Western  Europe  in  Middle  Ages. 

1.  Appearances  of  cities. 

(a)  What  streets  were  like. 

(b)  Ideas  of  cleanliness  and  sanitation  held  at 

that  time. 

(c)  Public  buildings :  cathedrals,  guildhalls,  town 

halls. 

2.  Clothing  of  people. 

(a)  Costumes    of    noblemen,    monks,    peasants, 

merchants,  jesters. 

(b)  Where  the  materials  came  from. 

3.  Armor  and  weapons. 

4.  Method  of  distinguishing  one  iron-clad  man  from 

another. 

VI.     The  revival  of  learning. 

1.  Search  for  old  manuscripts. 

2.  Study  of  Greek. 


History  59 

3.  Great  authors  of  that  time. 

4.  Paintings  of  Michael  Angelo,  Raphael. 

5.  Important  inventions : 

(a)  Gunpowder  and  cannon. 

(b)  Compass. 

(c)  Paper  made  from  linen. 

VII.     Printing — movable  type. 

1.  John  Gutenburg,  William  Caxton,  Erasmus. 

2.  Books  first  printed. 

VIII.     Discovery  of  America. 

1.  Notions  of  size  and  shape  of  earth: 

(a)  Maps. 

(b)  Distribution  of  land  and  water. 

2.  Trade  with  East  at  end  of  Middle  Ages. 


More  correct  knowledge  of  earth. 
Race  for  the  Indies  by  Spain  and  Portugal. 
Voyages  of  Columbus. 

What  Spain  and  Portugal  did  to  make  good  their 
claims. 


IX.     Exploration  of  America. 

1.  Questions  still  unsolved  by  voyages. 

2.  Famous   explorers :  Cortez,  Coronado,  LaSalle. 

X.     England  in  the  time  of  Henry  VIII. 

1.  Character  of  Henry. 

2.  His  quarrel  with  the  Pope. 

3.  Attitude   toward    the   mediaeval    church   in    other 

countries. 

XL     England  under  Queen  Elizabeth. 

XII.     The  planting  of  American  colonies.     Review  of  Third 
Grade  work. 

XIII.  Government  of  Colonies. 

1.  Who  chose  governor,  customs  officers,  judges. 

2,  Where  money  came  from  to  pay  these  officials. 

XIV.  Commerce. 

1.  Main  routes. 

2.  Products  exchanged. 


6o         Curriculum  of  Horace  Mann  Elementary  School 

XV.     King  George  attempts  to  bring  the  Colonists  under  stricter 
control. 

1.  Navigation    laws,    when   enforced,    interfere   with 

commerce. 

2.  Tea  Tax — Boston  Port  Bill. 

3.  Transportation  of  Americans  to  England  for  trial. 

XIV.     Armed  resistance  to  King  George. 

1.  Preparation  for  war. 

2.  Outbreak  in  Massachusetts. 

(a)  Lexington,  Concord,  Bunker  Hill. 

(b)  Washington  in  command. 

3.  Campaign  at  the  center.     Study  of  this  in  detail. 

4.  Declaration  of  Independence. 

5.  History  of  our  flag. 

6.  George  Rogers  Clarke  and  the  Northwest  Territory. 
Adventures  of  John  Paul  Jones. 
Campaign  in  the  South.    Very  brief. 
King    George    recognizes    our    independence    and 

acknowledges  our  right  to  land  east  of  Mississippi 
River. 
References  : 

Text-Books:     European    Beginnings   of    American    History,    Atkinson. 

A  History  of  the  United  States,  Thwaites  and  Kendall. 
For  Middle  Ages  and  period  of  colonisation 

Source  Book  of  Mediaeval   History,  Ogg. 

English  History  Told  by  the  English  Poets,  Bates  and  Comens. 

The  Boys'  Froissart. 

Readings  in  European   History,  Robinson. 

Readings  in  English  History,  Cheyncy. 

Studies  in  American  History,  Sheldon  Barnes. 

American  History  Told  by  Contemporaries,  Hart. 

Source  Book,  Hart. 

Old  South  Leaflets. 

Letters  of  Washington. 

Samuel  Sewell's  Diary. 

Book  of  American  Explorers,  Higginson. 

Struggle  for  a  Continent,  Parkman. 

The   American   Revolution,  Fiske. 

A  Critical  History  of  the  United  States,  Winson. 

Industrial  Evolution   of  the  United   States,  Carroll  Wright. 


History  6l 

SEVENTH  GRADE 

United  States  History  From  the  Close  of  the  Revolution 
TO  THE  Present  Time 

I.     Weak  national  government  results  in : 

1.  Trouble  between  states. 

2.  Lack  of  funds. 

n.     Growth  of  union  sentiment. 

1.  Northwest  Territory. 

2.  Constitution  adopted.     Study  of  national  govern- 

ment. 

HI.     Starting  governmental  machinery. 

1.  Inauguration  of  Washington. 

2.  Cabinet. 

3.  Matters  to  be  settled. 

4.  Formation  of  political  parties. 

IV.     Foreign  relations  adjusted  with: 

1.  France. 

2.  Barbary  States, 

3.  England. 

4.  Spain,  Russia. 

(a)  Monroe  Doctrine. 

(b)  Florida. 

V.     Westward  expansion. 

1.  Louisiana  Territory.     Lewis  and  Clarke's  expedi- 

tion. 

2.  Improvements  in  transportation  leading  to  coloniza- 

tion of  West. 

(a)  National  Road. 

(b)  Steamboats. 

(c)  Canals. 

(d)  Railroads. 

3.  Western  states  admitted  as  a  result. 

4.  Reaction  on  eastern  cities. 

5.  Jackson^  our  first  western  president.    A  type. 

(a)    Spoils  system. 


62         Curriculum  of  Horace  Mann  Elementary  School 

\''I.     Slavery  and  its  results. 

1.  Opinion    of    Washington,    Clay    and    others    on 

slavery. 

2.  Picture  of  plantation   life  in   Virginia,   in   South 

Carolina. 

3.  Cotton  gin  and  steam  machinery  creates  increased 

demand  for  slaves. 

4.  Keeping  balance  between  North  and  South. 

(a)  Missouri   Compromise. 

(b)  Acquisition   of   Texas. 

(c)  Mexican  secession. 

(d)  Kansas-Nebraska  trouble. 

(e)  California. 

5.  Dred  Scott  case. 

6.  John  Brown. 

7.  Secession,  and  formation  of  Confederacy. 

8.  Civil  War. 

(a)  Comparison    of    strength    of    North    and 

South. 

(b)  Object  and  result  of  campaigns.    Battles  of 

\'icksburg  and  Gettysburg  in  detail. 

(c)  Emancipation  Proclamation. 

9.  Sherman's  march  to  the  sea. 

10.  Surrender  of  southern  armies. 

1 1 .  Reconstruction. 

(a)  Officers  and  army  of  the  South. 

(b)  Slaves  in  loyal  states. 

(c)  Southern   debt. 

(d)  Seceding  states. 

(e)  Amendments  to  Constitution. 

VII.     Expansion  and  development  since  the  W^ar. 

1.  Acquisition  of  Alaska.  Hawaii. 

2.  Discovery  of  gold  in  the  Rockies,  with  resulting 

emigration. 

3.  Development  of  West  encouraged  by  Congress. 

(a)  Homestead  Act. 

(b)  Charters  to  transcontinental  railroads. 

(c)  Immigration  laws. 


History  63 

(d)  Irrigation  systems  established. 

(e)  Indian  reservations. 

(f)  Control  of  railroads,  Interstate  Commerce 

Act,  Railway  Rate  Act. 

4.  States    fonned    along    route    of    transcontinental 

railroads. 

5.  Help  from  Department  of  Agriculture. 

6.  Improvements   in   communication. 

(a)  Cables  and  telegraphs. 

(b)  Post  office:  rural  free  delivery;  parcel  post. 

(c)  Telephones. 

7.  Foreign  relations. 

(a)  War  with  Spain.     United  States  becomes 

a  world  power. 

(b)  Relations  with  China  and  Japan. 

(c)  Arbitration  treaties  and  Hague  tribunal 

(d)  Immigration. 

VIII.     Civil  Government  of  New  York  City. 

References  : 
Text-Book:    A  History  of  the  United  States,  Thwaites  and  Kendall. 
Letters  of  Washington. 
Old  South  Leaflets. 
American   History  Leaflets. 
Source  Book,  Hart. 

Studies  in  American  History,  Sheldon  Barnes. 
Autobiography  of  Franklin. 
Story  of  the  Atlantic  Cable,  Cyrus  Field. 
Historic  Highways,  Hulburt. 
Abraham  Lincoln — A  History,  Nicolay  Hay. 
From  Trail  to   Railway,   Brigham. 
Social  Life  in  Old  Virginia,  Page. 
The  Westward  Movement,  Winson. 
Critical  Period  of  American  History,  Fiske. 
Mississippi  River  in  the  Civil  War,  Fiske. 
Parley's  Reminiscences  of  Sixty  Years  in  the  National  Capital. 


MUSIC 

The  plan  for  the  music  of  the  elementary  grades  is  based 
upon  "  Education  Through  Music  '"  by  Professor  Farnsworth 
of  Teachers  College.  The  work  is  divided  into  three  groups : 
From  Song  to  Notation,  Grades  1-3 ;  from  Notation  to  Song, 
Grades  4-6;  Broadening  Musical  Experience,  Grades  7-8. 

First  and  Second  Phases 

The  first  phase.  From  Song  to  Notation,  presents  the  work 
through  a  direct  musical  appeal.  The  pupil  is  led  to  observe, 
define,  and  finally  describe  in  terms  of  musical  notation  what, 
in  all  cases,  he  has  first  heard  and  sung.  Alusical  experience  in 
the  form  of  rote  songs  is  given  and  this  experience  is  gradually 
defined  through  association  with  notation.  The  child  passes 
from  expression  through  imitation,  to  thought.  Drill  grows  out 
of  the  effort  to  formulate  what  is  felt. 

The  second  phase.  From  Notation  to  Song,  complements  the 
first  in  that  the  process  is  reversed  and  the  musical  thought  is 
first  presented  to  the  eye  in  notation.  This  the  pupil  rapidly 
coordinates,  forming  a  musical  concept  which  he  finally  sings. 
Drill  in  the  practical  application  of  the  association  formed  by 
means  of  sight-singing  is  emphasized.  The  child  passes  from 
thought  through  notation  to  expression.  Drill  grows  out  of  the 
effort  to  formulate  what  is  seen. 

The  first  and  second  phases  taken  together  supply  the  musical 
experience,  knowledge,  and  skill  necessary  to  form  the  basis  of 
the  third  and  last  phase  of  the  work. 

Third  Phase 
The  third  phase  has  for  its  aim  not  so  much  the  development 
of  technical  skill  as  the  widening  of  musical  experience  and 
knowledge  by  interesting  the  pupils  in  instruments,  instrumental 
music,  its  forms  and  characteristics,  and  musical  biography  and 
history. 

64 


Music  65 

As  any  plan  must  be  adapted  to  conditions  under  which  it  is  to 
be  used,  we  have  found  it  necessary  to  adapt  and  cut  down  the 
work  advised  by  Professor  Farnsworth  for  pupils  above  the 
primary  grades,  so  as  to  conform  to  the  Hmited  time  schedule 
of  the  Fifth  to  the  Seventh  grades, — the  time  per  week  being  as 
follows :  Fifth  Grade,  two  fifteen-minute  class-room  periods  and 
one  twenty-minute  chorus  period;  Sixth  Grade,  one  twenty- 
minute  class-room  and  one  twenty-minute  chorus  period ;  Seventh 
Grade,  one  twenty-five  minute  chorus  period. 

Believing  that  good  tone,  clear  enunciation  and  imaginative 
singing  are  essential  to  any  degree  of  beauty  in  singing,  and  also 
necessary  as  a  foundation  for  musical  experience  upon  which  to 
base  the  technique  of  sight-reading,  we  have  aimed  first  to  lead 
the  children  to  imagine  vividly,  enunciate  clearly  and  sing  with 
good  tone, — all  this  as  outlined  in  "  Education  Through  Music." 
The  plan  of  work  for  drill  in  the  technique  of  sight-reading  we 
have  carried  out  in  Grades  I  to  IV.  However,  in  Grades  V  to 
VII,  the  time  for  class-room  lessons  has  not  been  sufficient  to 
enable  us  to  accomplish  all  the  drill  in  technique.  While  aiming 
to  retain  what  has  been  gained  in  beauty  in  singing,  we  are 
giving  these  pupils  a  general  knowledge  of  musical  notation,  as 
outlined,  sacrificing  somewhat  the  drill  in  sight-reading  for  the 
sake  of  more  singing  of  good  songs.  A  wider  choice  of  songs 
is  made  possible  by  aiding  the  pupils  when  necessary  in  the 
difficult  parts  of  songs,  thus  preserving  the  freshness  of  the 
songs  and  also  saving  time  for  more  effective  drill  in  the  artistic 
expression  of  what  is  sung.  Pupils  are  encouraged  to  sing  alone 
from  memory  songs  that  will  be  valuable  after  school  days. 

In  time,  we  aim  to  give  the  drill  required  for  the  three  grades 
included  in  "  From  Notation  to  Song."  This  will  enable  us  to 
begin  in  the  Seventh  Grade  what  is  outlined  for  "  Broadening 
Musical  Experience." 

The  choice  of  subjects  for  study  and  drill  grows  out  of  the 
nature  of  the  child  and  the  relation  to  each  other  of  the  musical 
problems  to  be  solved.  These  problems  are  dealt  with  in  stages, 
each  having  a  characteristic  feature,  e.  g.,  tone-production,  rhythm, 
pitch.  These  again  are  divided  into  steps,  when  necessary,  each 
stage  or  step  taking  from  three  to  six  weeks,  sufficiently  long 


^         Curriculum  of  Horace  Mann  Elementary  School 

to  complete  a  unit  of  work  and  to  make  a  definite  lasting  impres- 
sion that  may  be  built  upon  when  the  subjects  recur  and  yet  not 
long  enough  to  weary  the  pupil,  destroying  interest. 

List  of  Stages,  Steps  and  Soxgs 

In  the  following  outlines  the  formal  work  necessarily  occupies 
the  most  space,  but  actual  practice  through  emphasis  on  song 
singing  keeps  the  balance  between  the  two  kinds  of  work. 

First  Phase,  First  Year.  Awakening  Musical  Ideas:  (i) 
Rhythmic  interest  in  the  song,  supplying  a  means  for  all  to  join, 
even  those  who  are  too  shy  to  sing.  (2)  Voice — improvement 
in  tone  and  pronunciation  through  the  efforts  to  express  ade- 
quately the  thought  of  the  song.  Helping  monotones  to  find 
their  singing  voices.  (3)  Observation  of  the  character  of  the 
song  through  attempts  to  act  and  picture  the  way  it  goes  with 
reference  to  pitch,  duration,  pulse.  (4)  Learning  key  relation- 
ship of  tones  by  singing  syllable  names  as  another  stanza  to 
simple  songs,  such  as  "  Hot  Cross  Buns."  (5)  Playing  "  Echo" 
and  imitating  musical  sounds  for  the  purpose  of  developing 
control  of  breath  and  tone  quality. 

First  Phase,  Second  Year.  Defining  musical  ideas  and  begin- 
ning to  express  them  by  means  of  notation.  Defining  Interpreta- 
tion and  Structural  Ideas  :  ( i )  Voice  work :  Good  position  of 
body.  Good  breath  control.  The  vowel,  the  thread  upon  which 
tlie  tone  is  sung.  All  developed  from  effort  to  make  the  song 
sound  better.  (2)  Key  quality.  Observing  through  song 
sentences  the  characteristic  efifects  produced  by  each  of  the  seven 
tones  of  the  key  and  associating  the  sound  names  and  hand  signs 
with  the  tones  they  represent,  establishing  the  third  and  fifth  as 
initial  tones,  followed  by  scale  practice.  (3)  Tone  duration: 
Combining  the  acting  and  picturing  of  pulse  and  duration,  thus 
learning  how  to  measure  tones  of  different  lengths — quarters, 
halves,  eighths.  (4)  Simplified  notation :  Discovering  the 
advantages  of  lines  in  representing  differences  in  pitch  and  learn- 
ing how  to  write  measured  music  upon  them.  (5)  Practice  in 
finding  rapidly  the  third  and  fifth  on  the  staff.  (6)  Song-making: 
Learning  how  a  musical  passage  of  four  or  five  notes  sounds 
from  the  way  it  looks  and  how  to  form  and  express  our  own 
tonal  thoughts  by  song  making. 


Music  67 

First  Phase,  Third  Year.  Completion  of  the  process  from 
song  to  notation  and  commencing  phrase  reading:  (i)  Review 
of  notation  learned  in  second  year ;  continuation  of  the  work 
through  appeal  to  the  imagination.  Specific  vowel  practice  on 
sustained  tones.  (2)  Completion  of  staff  notation.  First  step: 
Learning  to  sing  major  and  minor  seconds  at  will  in  order  to  be 
able  to  measure  staff  distances.  Second  step :  Discovering  the 
need  for  fixed  pitch  as  well  as  relative  names  of  tones,  learning 
how  the  fixed  pitch  names  came  to  be,  and  how  to  sing  them 
starting  from  any  one  of  them.  Third  step :  Learning  how  the 
clef  mark  makes  it  possible  to  have  the  lines  of  the  staff  represent 
fixed  pitches  and  how  to  sing  them  from  the  staff.  Fourth  step : 
Discovering  how  the  staff  with  the  clef  mark  can  represent  only 
the  key  of  C  and  how  sharps  and  flats  are  made  to  represent  other 
keys.  (3)  Fractional  pulse:  Observing  the  difference  between 
the  dotted  pulse  and  the  dotted  half  pulse  and  memorizing 
their  effect  as  well  as  learning  how  they  are  represented  in 
notation.  (4)  Phrase  thinking:  Inventing  variations  on  a 
musical  passage  and  writing  them  down,  as  well  as  continuing 
song-making.  (5)  Commencing  phrase  reading  in  the  three  keys, 
C,  F,  G. 

Second  Phase,  Fourth  Year.  Beginning  of  the  work  from 
Notation  to  Song  and  development  of  phrase  reading,  (i)  Con- 
tinued practice  of  good  voice  and  vowel  color  through  efforts  to 
express  adequately  the  character  of  the  song.  (2)  Thinking 
music  in  phrases ;  singing  and  writing  variations  on  a  phrase. 
(3)  Speed  work;  practice  in  rapid  coordination  by  pointing  on 
staff  without  writing,  and  by  use  of  printed  cards.  Application 
of  phrase  practice  to  songs.  (4)  Learning  new  keys ;  applying 
the  observation  with  reference  to  the  sharp  four  and  flat  seven 
as  a  principle  for  introducing  new  keys  and  forming  key  groups. 
Rhythmic  practice.  (5)  Speed  work  in  placing  ist,  3rd,  upper 
and  lower  5th,  and  upper  octave  in  different  keys.  (6)  Intro- 
duction of  musical  reader. 

Second  Phase,  Fifth  Year.  Continuation  of  the  work  from 
Notation  to  Song:  (i)  Continuation  of  the  phrase  reading  begun 
in  the  fourth  year,  practiced  in  connection  with  song  work. 
Gradual  increase  in  the  difficulty  of  phrases  used,  and  shortening 
of  the  time  allowed  for  observing.     The  use  of  minor  phrases 


68         Curriculum  of  Horace  Mann  Elementary  School 

upon  which  to  write  variations.  Continuation  of  the  same  atten- 
tion to  means  of  interpretation  employed  in  the  previous  grades. 

(2)  Fundamentals  of  good  tone  studied  as  such:  (a)  Breath, 
deep  and  free,  controlled  by  the  muscles  about  the  waist,  (b) 
Loose  and  flexible  muscles  about  the  neck  and  mouth,  (c) 
Resonant  body,  especially  chest  and  head,  (d)  The  recognition 
and  use  of  head  tones,  (e)  Learning  a  classified  list  of  good 
singing  vowels.  (3)  Development  of  the  minor  mode.  Giving 
experience  of  minor  tones,  observing  and  describing  what  makes 
them  sound  as  they  do.  Learning  how  to  sing  the  new  tones. 
Practice  on  the  harmonic  and  melodic  forms  of  the  minor  scales 
and  chords.  (4)  Speed  work  in  recognition  of  key-signatures. 
(5)  Continuation  of  work  in  readers. 

Second  Phase,  Sixth  Year.  Completion  of  the  process  from 
Notation  to  Song:  (i)  Continuation  throughout  the  year  of 
sight-singing.  Practice  in  recognizing  phrase  groups,  as  well  as 
phrases.  (2)  Study  of  chords;  more  systematic  practice  of  part 
singing.  The  observation  of  tones  sounded  together.  The 
discovery  of  the  principal  chords,  their  inversions  and  how  they 
succeed  each  other,  practice  in  learning  to  recognize  and  name 
them.     The  work  under  this  head  divided  into  several  periods. 

(3)  Learning  the  key  groups.  Observing  the  change  of  keys 
that  takes  place  in  many  tunes.  Classifying  these  changes  and 
learning  the  chromatic  marks  that  indicate  each  change.  (4) 
Speed  work  in  naming  degrees  of  staff  and  relating  scale  names 
to  them  in  different  keys. 

Third  Phase,  Seventh  Year.^  \\^ork  for  broadening  and 
deepening  universal  interest:  (i)  Song  practice  not  only  for 
the  purpose  of  technical  drill  but  also  for  the  sake  of  getting 
acquainted  with  good  literature,  and  for  supplying  material  for 
school  music  functions.  (2)  Awakening  interest  in 'instruments : 
(a)  Observing  instruments,  (b)  Learning  about  bands  and 
orchestras  and  the  value  of  knowing  how  to  play  band  instru- 
ments. (3)  Awakening  interest  in  instrumental  music,  especially 
that  of  the  march  and  dance  forms,  used  by  bands.  Observing 
the  relation  of  the  dance  to  music,  how  it  punctuates  the  music. 
Learning  some  of  the  historic  origins  of  the  dance  forms. 

'  For  the  completion  of  the  work  in  the  eiehth  grade  and  for  the  plan 
of  all  the  grades  in  detail  see  "  Education  Through  Music." 


Music  69 

Song  Material 

We  are  using  "  Songs  for  Schools  "  with  its  supplement  for 
our  general  assembly  singing.  A  partial  list  of  the  songs  con- 
tained in  this  collection  is  given  below. 

The  choice  of  song  material,  especially  in  the  earlier  grades, 
grows  out  of  the  seasonal  changes  of  the  year,  special  programs, 
and  the  recurring  festivals,  such  as  Thanksgiving,  Christmas  and 
May  Day. 

The  following  list  of  songs  is  classified  in  three  divisions,  A, 
B,  and  C.  A  indicates  short,  easy  songs  of  small  range,  suitable 
for  Grades  I  and  II ;  B,  longer  or  more  difficult  songs  suitable 
for  Grades  III  and  IV;  C,  songs  still  more  difficult  or  of  still 
wider  range,  suitable  for  Grades  V  to  VII. 

The  page  numbers  are  given  and,  in  a  few  cases,  changes  in 
key  or  words  are  suggested. 

Songs  for  Schools,  C.  H.  Farnsworth.     Macmillan. 

Songs  of  the  British  Isles,  W.  H.  Hadow.     Novello. 

The  Children's  Messiah,  Marie  Ruef  Hofer.  ,  Clayton  F.  Summy  Co. 

Rounds,  Carols  and  Songs,  Margaret  Cushing  Osgood — Oliver  Ditson 
Co. 

Nature  Songs  for  Children,  Fanny  Knowlton.    Milton  Bradley  Co. 

Art  Song  Cycles — Part  I,  Miessner.     Silver  Burdett. 

Song  Year  Book,  Helen  Place.     Silver  Burdett. 

Small  Songs  for  Small  Singers,  W.  H.  Neidlinger.     G.  Schirmer. 

Songs  and  Games  for  Little  Ones,  Walker  and  Jenks.  Oliver  Dit- 
son Co. 

Mother  Goose  Set  to  Music,  J.  W.  Elliott.    McLaughlin  &  Co. 

Seven  Little  Songs,  Grant-Schaefer.     Clayton  F.  Summy  Co. 

Fifty-five  Rounds  and  Carols,  Sara  L.  Dunning.     G.  Schirmer. 

Folk  Songs  from  Somerset,  C.  J.  Sharp  and  C.  L.  Marson.  Simpkin 
&  Co.,  Schott  &  Co.,  London. 

English  Folk  Songs  for  Schools,  S.  Baring  Gould  and  C.  J.  Sharp. 
J.  Curwen  &  Sons,  Ltd.,  London. 

Thirty-six  Songs  for  Children,  Grant-Schaefer.  C.  C.  Birchard  & 
Co.,  Boston. 

Songs  of  Life  and  Nature,  Eleanor  Smith.     Silver  Burdett. 

Songs  for  Little  Children,  Parts  I-H,  Eleanor  Smith.  Milton  Brad- 
ley. 

The  Song  Primer  (Teachers'  Book),  Alys  Bentley.     A.  S.  Barnes. 

Songs  of  the  Child  World,  Riley  and  Gaynor.    John  Church  Co. 

Play  Songs  (from  the  Song  Series),  Alys  E.  Bentley.     A.  S.  Barnes. 

Songs  of  a  Little  Child's  Day,  Poulsson  and  Smith.    Milton  Bradley. 


70         Curriculum  of  Horace  Mann  Elementary  School 

Education  Music  Course,  Teachers'  Edition.    Ginn. 

Song  Echoes  from  Child  Land,  Jenks  and  Rust.     Oliver  Ditson  Co. 

Stevenson  Song  Book.     G.  Schirmer. 


SONGS   FOR   LITTLE  CHIL- 
DREN 

Part  I 

Eleanor  Smith 


Morning  Prayer,  2. 

The  Morning  Sun  is  Shining,  7. 

All  the  Birds  Have  Come  Again,  20. 

Good-Bye  to  Summer,  22. 

When  the  Snow  is  on  the  Ground, 
2S.     (Mother  Goose.) 

The   North   Wind  Doth   Blow,  30. 
(Mother  Goose.) 

Little  Boy  Blue,  102. 

Twinkle,  Twinkle  Little  Star,  97. 

Sleep,  Baby,  Sleep,  96. 

I  Love  Little  Pussy,  92.     (Mother 
Goose.) 

Rain  Song,  88. 

We  are  Little  Soldier  Men.  68. 

Do  the  Little  Brown  Twigs  Com- 
plain, 26. 

The    Autumn    Leaves    are    Crying, 
24. 

Part   II.     B. 

Harvest   Song,  22. 

The  Chipmunks,  55. 

Daffy-down-dilly,  82. 

Flag  Song,   112. 

BENTLEY— THE   SONG 
PRIMER 

(Teachers'    Book) 
A 
Santa  Claus,  28. 
The  Golden-rod,  24. 
Jack  Frost,  38. 
In  a  Hickory  Nut,  34. 
He  Prayeth  Best,  56. 
Soldier  Boys,  25. 


Dancing  Song,  5;^. 

The  Clock,  2i. 

The  Rain,  18. 

The  Hurdy  Gurdy.   19. 

Cradle  Song,   16. 

The  Echo,  24. 

The  Fiddle,  33. 

The  Wind,  35. 

Dance  of  the  Fairies,  40. 

Day  and   Night,  43. 

Nature's    Good-night,    50. 

MOTHER  GOOSE  SET  TO 
MUSIC 

Elliott 

A 

The  North   Wind  Doth   Blow,  47. 
The  King  of   France,  27- 
Hey,   Diddle,   Diddle,   50. 
Nineteen   Birds,    10. 
Pussy-Cat,    Pussy-Cat,   9. 
Dickory.    Dickory,   Dock,   7. 
Little  Jack  Horner,  22. 
A,   B,  C,   Tumble  Down  D,  25. 
Sing  a   Song  of  Sixpence,  32. 


SONGS  OF  THE  CHILD 
WORLD 

Gay  NOR 
A 
Snow  Flakes,  71. 
Tracks  in  the  Snow,  69. 
The  Leaves'  Party,  64. 
Farewell  to   the   Bride.   66. 
Jack  Frost,  68. 
The  Sailor.  50. 
Little    Yellow    Dandelion    (Pussy 

Willow).  79 
Robin  Red-Breast,  73. 


Music 


71 


Marching  Song,  32. 

Rub-a-dub-dub,  32. 

We  March  Like   Soldiers,  34. 

The  Happy  Lambkins,  18. 

The  Song  of  the  Shearer,  19. 

The  Little  Shoemaker,  17.    Higher. 

The  Song  of  Iron,  14. 

Blowing  Bubbles,  47. 

Pit-a-pat,  46. 

My  Shadow,  62.    Higher. 


SONGS  OF  A  LITTLE  CHILD'S 
DAY 

POULSSON    AND    SmITH 

A 
The  Bold  Snow-Man,  28. 
The  Weather  Vane,  38. 
Plums  in  Winter,  94. 
In  the  Bethlehem  Stable,  91. 


EDUCATION  MUSIC  COURSE 
(Teachers'  Edition) 
A 
Leaves  at  Play,  63. 
Autumn,  70. 
Thanksgiving  Song,  72. 
Autumn  Winds,   147. 
October,  38. 
Indian  Summer,  16. 
Snow,  83.     Key  in  G. 
Coasting,  84. 
Sleeping  Snow-drops,  83.     Key  E- 

minor. 
Spring  is  Coming,  106. 
Pussy  Willow,  106. 
Days  of  Spring,  121. 
Pretty  Pigeon,   114. 
Morning  Song,  23. 
Morning,    123.     Bb. 
O,  Tiny  Boat,  138. 
Flag  of  Our  Nation,   100. 
The  Songbird's   Farewell,   166. 


THIRTY-SIX   SONGS  FOR 
CHILDREN 

Grant-Schaefer 


The  Little  Elf,  i. 
Boat  Song,  4. 
The  Old  ICitchen  Clock,  5. 
Shadow  March,  6. 
Happy  Thought,  9. 
Foreign  Children,  19. 
Dandelions,   20. 
Wah-wah-taysee,  27. 
Bumble  Bees,  28. 
A  Thought,  29. 

PLAY  SONGS   FROM  THE 

SONG    SERIES 

Bentley 

A 

The  Bells,  i. 

The  Wind,  2. 

Butterflies  are  Flying,  4. 

The  Windmill,  5. 

Soldier  Song,  7. 

The   Kangaroo,    10. 

Indians,  11. 

The  Frog,  13. 

The  Ball,  19. 

Who  Are  You?  20. 

The  Squirrel,  40. 

Winter  Song,  46. 

Thanksgiving  Day,  48. 

Morning  Greeting,   51. 

The  Waves,  56. 

Good  Morning,  60. 

Jack  O'Lantern,  64.  (This  book 
also  contains  a  large  number  of 
songs   from  The   Song  Primer.) 

THE    CHILDREN'S    MESSIAH 

HOFER 
A 

Cradle  Hymn,  25. 

See  Amid  the  Winter's   Snow,  22. 

The  Christmas  Tree,  10. 


^2        Currkuhim  of  Horace  Mann  Elancntary  School 


ROUNDS,  CAROLS  AND 
SONGS 

Osgood 


SMALL  SONGS  FOR  SMALL 
SINGERS 

Neidlinger 


The  Little  Dreamer.  Better  in  Bb, 
5. 

Schnick    Schnack,    8. 
There  was  a  Little  Woman.    Better 
in  Eb,  12. 

Lightly   Row,    14. 

Fox  and  Goose,  15. 

A,   B,   C,    16. 

Pretty  Birdlings,   6. 

Kitty  Cat  and  the  Mouse,   16. 

Come,   Little   Leaves,   18. 

Hop,  Hop,  Hop !  19. 

Sleep,    Baby,    Sleep !    20. 

I've  a  Little  Dog  at  Home,  24. 

Fritz   and   Spitz,   30. 

Lullaby,  37. 

Morning  Song,  43. 

The  Boy  and  the  Wren,  45.  Bet- 
ter in  G. 

Buy   a   Broom,  46. 

Come,  Lovely  May,  47.  Use  trans- 
lation in  Bk.  II.  Eleanor  Smith 
Course. 

The  Violet,  51. 

Longing  for  Spring,  57. 

Clip,  Clap,  60. 

Sleep,  Darling,  Sleep,  61.  (A.  II.) 
Key  of  F. 

Hunter's   Song,   62. 

Winter,  Good-bye,  63.  Second 
Stanza  better  in  Bk.  II.  E.  S. 
Music  Course. 

Cold  Winter  is  Round  Us,  105. 
(A.   IL) 

The  Shepherdess,  108. 

Shall  I  Show  You  How  the 
Farmer?     no.     (A.  II.) 

The  Fir  and  Pine,  in. 

God  Knows,  122. 

Messenger  of  Spring,  42.     (A.  II.) 


Snow-flakes,  29. 

Mr.  Duck  and  Mr.  Turkey,  32. 
Mr.  Squirrel,  38. 
Jack  Frost,  46. 
The  Bluebird,  30. 
Little   Yellowhead,  53. 
Mr.   Frog,  28.     Key  of   D   prefer- 
able. 
The  Windy  Day,  50. 
The  Caterpillar,  18. 
The  Tin    Soldiers,   31.     Key    (D). 
Tiddlely  Winks,  19.    Key  (D). 
The  Bunny,  13. 
The  Chicken,  5. 
The  See-Saw,   10.     (Eb.) 
Falling  Leaves,  12. 
The  Whale,  6. 
The  Robin's  Song,  17. 
The  Wise  Old  Owl,  20. 
Our  Flag,  34. 
Polly,  35. 
The  Kettle,  39. 
The  Spider,  40. 
Little  Birdie,  43. 
Bubbles,  52. 
Tick,  Tock,  54. 

SONGS  AND  GAMES  FOR 
LITTLE    ONES 

Walker  and  Jenks 
A 
Grasshopper   Green,   39,    E. 
Over   the    Bare    Hills    Far    Away, 

32,  E. 
The  Bluebird,  29. 
All   the    Birds    Have    Come  Again, 

27. 
Canst   Thou   Count  the   Stars  ?    14. 
Morning  Hymn,  7.     Key  Bb. 
Boat  Song,  43. 


Music 


73 


Come,  Little  Leaves,  Bb. 

Where  do  all  the  Daisies  Go?  47. 

Winter  Jewels,  54. 

The  Little  New  Year,  55,  A. 

The  First  Christmas,  60.    Eb. 

Shine  Out,  Oh  Blessed  Star,  63. 

Good-Morning  Song,  60. 

Five  Little  Chickadees,  85. 

My  Pigeon-House,  86. 

NATURE   SONGS    FOR   CHIL- 
DREN 
Knowlton 
A 
Snowballs,  63.     Makes  good  game. 
Patriotic  Hymn,   102. 
August,  18. 

The  Call  of  the  Crow,  40. 
Dandelion,  32. 
The  Dandelion,  Cycle,  30. 
Kite   Time,   76. 
The  Postman,  56. 
The   Scissors    Grinder,   60. 
Feeding  the  Chickens,  59. 

SONGS  OF  THE  CHILD 

WORLD 

Gaynor 

B 

Christmas  Carol,  29. 

Sleighing  Song,  70. 

Harvest    of    Squirrel    and    Honey 

Bee,  65. 
Thanksgiving   Song,  67. 
The  Tulips,  82. 
Our  Flag,  30. 
Spinning  the  Yarn,  20. 
Grandma's  Knitting  Song,  22. 
The  Black-Smith,   16. 

SONGS   OF  LIFE   AND 

NATURE 

Eleanor    Smith 

B 

Fairy  Folk,  136.     Stanzas  i  and  2. 

Majrpole  Dance,  28. 


SONG  ECHOES  FROM  CHILD 
LAND 

Jenks  and  Rust 

B 
Santa  Claus,  62. 

SONGS  FOR  LITTLE  CHIL- 
DREN 

Part  II 

Eleanor    Smith 
B 
Thanksgiving  Song,  23. 
Spin,  Lassie,  Spin,  16. 

ART  SONG  CYCLES 

Miessner 
Bk.  I. 

B 

Touching,  11. 
Granddaddy  Longlegs,  36. 
In  Germany,  41. 

BENTLEY— THE  SONG 
PRIMER 

Teachers'  Book 

B 

The  Leaflets,  46. 

The  Shepherd  Moon,  51.     Eb. 

A  Pretty  Passenger,  44. 

Once  I  Got  Into  a  Boat,  45. 

The   Train,    15. 

The  See-Saw,  20. 

The  Sea  Shell,    17. 

Wing  Foo,  22. 

The  Butterfly,  26. 

SEVEN   LITTLE   SONGS 

Grant-  Sch  aefee 

B 

Spinning  Song,  4. 
Slumber  Song,  12. 


74        Ciirriculmn  of  Horace  Mann  Elementary  School 


STEVENSON  SONG  BOOK 

B 
The  Swing,  3. 
The  Wind,  59- 
Windy  Nights,    109. 
Singing,  39. 

MOTHER  GOOSE  SET  TO 
MUSIC 

Elliot 

B 

When  the  Snow  is  on  the  Ground, 

42. 
I  Love  Little  Pussy,  51. 
Ding,  Dong.  Bell,  8. 
Jack  and  Jill,  2. 
Little  Bo-peep,  4. 
Lullaby,  76. 
Ilumpty  Dumpty,  30. 

EDUCATION   MUSIC  COURSE 

Teachers'    Edition 

B 

Where  Do  All  the  Daisies  Go?  20. 
Thanksgiving    Day,    40.      (Words 

difficult.) 
May-Day  Song,  47. 
In  Shadowtown,  144. 
Fancies,   131. 
The  Flag  We  Love,  36. 
A   Christmas   Song,   163. 
The    Passing    Soldiers,    171. 

NATURE    SONGS    FOR    CHIL- 
DREN 

Knowlton 

B 
January.  6. 

Little  Hickory  Nut,  78. 
What   Robin  Told,   38. 


Rollicking  Robin,  48.     (Sing  upper 

Bb  each  time.) 
In  the  Tree-Top,  94. 


ROUNDS,  CAROLS  AND 
SONGS 

Osgood 

B 

Fiddle-De-Dee,  25. 

Tooriletoo,    29. 

Perrie,   Merrie,   Dixie,  34. 

Golden        Slumbers,       52.  (c.) 

Change  "  wantons "  to  "  darl- 
ings." 

The   Postilion,  56. 

Hunter's   Song,   62. 

Holy  Night,  67.     (c.) 

Child  Jesus,  68. 

Spinning  Song,  85. 

Sweet   and  Low,  96.      (c.) 

The  Little  Soldier,  102. 

A  Frog  He  Would  a  Wooing  Go, 
116. 

The  Shepherdess  and  the  Cuckoo, 
118. 

Good    Iving  Wenceslas,    128.      (c.) 


SONGS    FOR    SCHOOLS 

Farnsworth 

B    and    C 
America,   5. 
National    Hymn,   6. 
Patriotic   Hymn,   8. 
America  the  Beautiful,  7. 
The  Red,  White  and  Blue,   11. 
Star-Spangled    Banner,    12. 
Dixie,  28. 
Old  Folks  at  Home,  22. 


Music 


75 


Old  Kentucky  Home,  25. 
The  Harp  that  Once,  56. 
The    Minstrel    Boy,   40. 
All  Through  the  Night,  70. 
Auld  Lang  Syne,  74. 
Weel  May  the  Keel  Row,  66. 
The  Ash  Grove,  50. 
Forth  to  the  Battle,  38. 
The   Hunt  is   Up,  44. 
The  Jolly  Miller,  46. 
Boola  Song,  76. 
Fair  Harvard,  82. 
Eton  Boating  Song,  84. 
Sans  Souci,  87. 
Cornell  Song,  98. 
Wassail  Song,   138. 

Supplement 
Rule,  Britannia. 
Hymn  of  Thanks. 
Silent  Night. 
Angel  of  Peace. 
Now  is  the  Month  of  Maying. 
Under  the  Greenwood  Tree. 
Maypole  Dance. 

Tenting  on  the  Old  Camp  Ground. 
Old   Black  Joe. 
The  Waits. 


ENGLISH   FOLK  SONGS   FOR 
SCHOOLS 

Gould  and  Sharp 

B    and    C 

The  Wraggle,  Taggle  Gipsies,  O !, 

2. 
The  Fox,  64. 

The  Merry  Haymakers,  54. 
A  Frog  He  Would  a  Wooing  Go, 

88. 
The  Frog  and  the  Mouse,  90. 
The  Tailor  and  the  Mouse,  100. 
Sir  John  Barleycorn,  58. 


FOLK  SONGS  FROM  SOMER- 
SET 

Sharp  and   Marsok 

B    and    C 

Blow  Away  the  Morning  Dew,  16. 

The  Wraggle,  Taggle  Gipsies,  01, 

18. 
Lord  Rendal,  46. 
Brennan  on  the  Moor,  52. 


SONGS   OF  THE  BRITISH 
ISLANDS 

Hadow 
B    and    C 
Rule,  Britannia,  92. 
Under  the  Greenwood  Tree,  66. 
Now  is  the  Month  of  Maying,  no. 
Maypole    Dance.       (Come,    Lassie 

and  Lad),  74. 
Heart  of  Oak,  65. 
The  Spring  is  Coming,  60. 
The  Harp  That  Once.  43. 
The  Maypole,  78. 
Drink    to    Me    Only    With    Thine 

Eyes,  52. 
All  Through  the  Night,  44. 
The  Keel  Row,  25. 
Golden  Slumbers,  21. 
The  Jolly  Miller,  16. 
The  Hunt  is  Up,  2. 
God  Save  the  King,  i. 


THE  CHILDREN'S  MESSIAH 

HOFER 

B    and    C 

Carol,    Brothers,   Carol,  4. 
Christmas  Day  in  the  Morning,  7. 
Christmas    Eve,    16. 


76         Ciirriciihim  of  Horace  Mann  Elementary  School 


Three  Kings  of  Orient.  26. 
What  Child  is  This?  28. 
O,   Holy  Night,   30. 
Silent  Night,  ZZ- 

SONGS    OF    LIFE   AND 
NATURE 

Eleanor  Smith 

C 
Pussy  Willow's  Secret,  16. 
Snowwhite,   138. 
Ring  Out,  Wild  Bells,  11. 


The   Fir-Tree,    164. 

King  Richard,  Lion-heart,  87. 

Harvest  Song,  35. 

SONG  YEAR   BOOK 

Helen  Place 

C 

September,  9. 
October,   19. 
The    Fir-Tree,   28. 
Christmas  Eve,  38. 
Sunlight  in  Winter,  58. 


ENGLISH 

The  study  of  English  naturally  occupies  an  important  place 
in  the  school  program.  Regarding  it  as  the  most  efficient  means 
of  culture  at  our  command,  we  make  it  the  "  core,"  as  Dr. 
Nicholas  Murray  Butler  styles  it,  of  our  curriculum,  devoting 
more  time  to  it  than  to  any  other  subject,  and  considering  it 
the  chief  standard  for  measuring  the  progress  and  ability  of 
our  pupils. 

Our  aim  is  the  obvious  one — to  train  the  children  to  use 
their  mother-tongue  more  effectively  in  speaking  and  writing, 
and  to  gain  some  knowledge  and  appreciation  of  its  literature. 
In  school-room  practice  the  subject  groups  itself  as  follows : 

1.  Reading  and  Literature 

2.  Composition 

3.  Language  Work  and  Grammar 

4.  Spelling 

READING  AND.  LITERATURE 

The  first  division,  Reading  and  Literature,  includes  the 
work  incident  to  the  mechanical  mastery  of  the  printed  page, 
practice  in  the  art  of  oral  reading,  and  the  study  of  such 
selections  from  literature  as  have  been  judged  appropriate  to 
the  various  grades. 

The  details  of  the  work  involved  in  gaining  the  mechanical 
mastery  of  the  printed  page  referred  to  above  are  too  well 
known  to  need  explanation  here.  The  books  that  have  been 
found  best  suited  to  the  purpose  are  mentioned  in  the  outline 
that  follows. 

The  second  phase  of  the  work  in  Reading  and  Literature 
which,  for  want  of  a  better  title,  is  called  practice  in  the  art 
of  oral  reading,  is  directed  towards  bringing  about  a  free,  sim- 
ple, natural  style  of  reading  with  clear,  distinct  enunciation 
and  well-modulated,  agreeable  tones.  For  this  practice  reading 
books  which  are  graded  a  year  below  the  designated  grade  are 

'Jl 


/S         Curricitlnm   of  Horace  Mann   Elementary  School 

used.  This  arrangement  places  in  the  child's  hands  a  text  that 
offers  few  technical  difficulties  and  thus  enables  hitn  to  give 
his  undivided  attention  to  the  problem  of  oral  expression. 

The  third  phase  of  work  in  the  course  in  Reading  and 
Literature  consists  of  the  study  of  the  masterpieces  of  English 
prose  and  verse  that  have  been  selected  for  the  year.  In  the 
lower  grades,  where  the  children  can  do  little  reading  them- 
selves, the  work  is  done  principally  by  means  of  stories  told 
by  the  teacher.  As  the  child's  ability  to  read  grows,  these 
stories  naturally  diminish  in  number,  but  this  type  of  work 
is  found  so  valuable  that  it  is  made  use  of  even  in  the  upper 
grammar  grades.  How  varied  the  stories  are  in  scope  and 
character  may  be  gathered  from  the  outlines  that  follow.  These 
lists  are,  of  course,  suggestive  rather  than  fixed.  Each  teacher 
varies  her  stories  from  year  to  year,  being  guided  in  her  selec- 
tion by  the  particular  needs  of  her  class,  or  by  some  specific 
purpose  that  she  may  have  in  mind. 

The  literature  that  is  placed  in  the  children's  hands  is  selected 
on  much  the  same  principle;  the  needs  and  interests  of  the 
child,  his  ability,  other  subject  matter  of  the  grade,  and  the 
plans  and  purposes  of  the  school  in  general,  all  enter  as  factors. 
As  great  a  variety  as  is  consistent  with  the  controlling  motives 
is  introduced.  The  treatment  naturally  varies  with  the  char- 
acter of  the  selection  and  with  the  motive  of  its  introduction. 
Long  stories,  such  as  "  Ivanhoe  "  and  "  Dombey  and  Son,"  are 
read  rapidly  for  their  plot  and  their  pictures  of  the  times,  other 
shorter  selections  such  as  *'  Rip  Van  Winkle,"  "  The  Legend 
of  Sleepy  Hollow,"  and  Lowell's  "  Yussouf,"  for  careful  char- 
acter study,  still  others  primarily  for  their  humor,  while  others, 
especially  poems,  are  studied  for  their  music,  their  pictures,  and 
their  power  to  inspire. 

Certain  favorite  selections  are  memorized  in  each  grade.  This 
list,  too,  varies  with  the  class,  with  individual  preferences,  and 
with  the  teacher's  purpose.  Each  grade,  however,  holds  itself 
responsible  for  committing  to  memory  a  number  of  the  finest 
selections  on  its  list.  These  are  reviewed  from  year  to  year 
and  new  ones  are  added  that  the  children  may  have  gradually 
stored  in  their  minds  some  of  the  treasures  that  are  their  Eng- 
lish birthright. 


English  79 

COMPOSITION 

The  second  of  the  groups  into  which  the  English  work  of 
the  school  naturally  divides  itself  is  Composition.  The  term 
as  here  used  is  a  broad  one,  embracing  oral  and  written  repro- 
ductions in  the  form  of  riddles,  jokes,  anecdotes,  stories,  de- 
scriptions, topical  recitations  in  history,  geography,  nature- 
study  and  other  subjects  of  the  grade  as  well  as  original  oral 
and  written  work  along  lines  that  appeal  to  the  interests  of 
the  child,  simple  dramatization,  and  the  writing  of  occasional 
verse.  Acting  on  the  principle  that  children  learn  their  mother- 
tongue  by  imitation,  the  best  models  possible  are  placed  before 
them  both  for  conscious  and  unconscious  imitation.  In  the 
lower  grades  the  models  are  usually  stories  told  by  the  teacher. 
This  does  not  mean  that  all  of  the  teacher's  stories  are  repro- 
duced ;  only  the  shorter,  simpler  ones  are  used  for  this  purpose. 
These  are  found  most  effective  models,  the  child  reproducing 
unconsciously  the  vocabulary,  the  expression,  even  the  enuncia- 
tion that  he  has  heard.  In  the  higher  grades  the  style  of  an 
author  is  frequently  studied  and  deliberately  imitated  by  the 
pupils  either  orally  or  in  writing.  This  does  not  imply  a 
slavish  imitation,  one  that  curbs  the  child's  spontaneity  and 
encourages  him  to  express  himself  in  an  unnatural,  stilted  style. 
It  means  rather  a  study  of  the  idea  embodied  in  the  model  and 
of  the  author's  skill  in  presenting  this  idea,  and  next  the  appli- 
cation of  the  author's  methods  to  some  experience  of  the  child's 
own.  For  instance,  in  describing  his  first  fishing  excursion, 
Whittier  dilates  upon  the  pleasure  he  experienced  when  he  re- 
ceived his  first  fishing-rod,  next  he  dwells  upon  the  delights  of 
the  walk  over  field  and  meadow  to  the  trout-brook,  then  he 
describes  his  sensations  at  the  catching  of  the  first  big  fish  and 
at  its  loss  as  it  slipped  from  the  hook  at  the  moment  of  landing, 
and  finally  he  pictures  his  effort  to  overcome  his  disappoint- 
ment and  to  persevere  until  he  met  with  success. 

In  using  this  story  as  a  model  for  imitation,  the  children 
may  describe  their  first  skating  experience,  or  their  first  attempt 
at  swimming,  or  at  horse-back  riding,  following  the  general 
plan  of  the  model,  that  is,  dividing  their  story  into  scenes  corre- 
sponding in  character  to  those  of  the  story  imitated.    They  may 


8o         Curriculum  of  Horace  Mann  Elementary  School 

also  adopt  the  author's  scheme  of  beginning  with  a  sentence  that 
provokes  interest,  his  method  of  leading  up  to  a  climax,  and 
even  such  of  his  words  and  phrases  as  please  them. 

In  the  first  three  years  most  of  the  composition  is  oral.  In 
addition  to  the  retelling  of  stories,  the  children  are  encour- 
aged to  talk  freely  about  the  things  in  and  out  of  school  that 
interest  them.  They  bring  their  pets  to  the  class  room,  birds, 
rabbits,  gold-fish,  turtles,  and  tell  their  classmates  how  they  care 
for  the  little  creatures,  and  describe  their  habits  and  cunning 
tricks.  They  bring  unusual  toys  and  explain  their  mechanism, 
they  tell  of  visits  to  the  farm,  the  park,  the  museum,  and  to 
other  places  of  interest.  The  object  of  the  work  is  primarily 
to  develop  the  child's  power  of  expression,  but  it  also  gives 
opportunity  for  some  training  in  orderly  arrangement  and 
sequence. 

In  the  upper  grades  oral  reproductions  in  the  form  of  stories, 
anecdotes,  and  topical  recitations  in  the  various  subjects  of  the 
grade  play  an  important  part.  Here,  too,  free  expression  is 
encouraged ;  current  topics  are  discussed,  questions  pertaining 
to  individual,  class,  school,  or  civic  honor  and  loyalty  are  talked 
over,  debates  are  held,  and  individual  experiences  are  related. 

Written  work  is  begun  toward  the  close  of  the  first  year.  In 
this  grade  and  in  the  second  the  written  composition  is  usually 
class  or  cooperative  work,  as  only  by  this  method  can  bad 
habits  of  spelling  and  punctuation  be  avoided.  (As  an  example 
of  this  kind  of  work  see  the  lesson  on  "A  Riddle  "  under  the 
Composition  Outline  for  the  second  grade.)  Even  in  the 
third  grade  little  individual  written-work  of  an  original  char- 
acter is  expected,  and  that  only  after  such  careful  oral  prepara- 
tion that  there  is  no  excuse  for  technical  errors. 

In  order  that  written  composition  may  not  be  a  bugbear, 
topics  are  chosen  in  which  the  children  are  interested  and  about 
which  they  have  an  abundance  to  say ;  and  sufficient  preparation 
is  made  orally  to  give  them  confidence  in  their  power  to  express 
themselves  effectively.  On  the  other  hand  topics  are  avoided 
on  which  there  is  so  much  to  say  that  a  long  theme  is  neces- 
sary. In  fact,  the  subjects  assigned  are  generally  so  limited 
in  scope  that  they  demand  very  brief  treatment.  Throughout 
the  school   short  and   frequent  written   exercises   are  the   rule. 


English  8i 

Even  in  the  upper  grammar  grades  it  is  seldom  that  a  theme 
more  than  a  page  in  length  is  required.  This,  of  course,  debars 
such  topics  as  "  Joan  of  Arc,"  or  "  My  Summer  in  Camp  "  and 
substitutes  something  more  restricted  as  "  Joan  of  Arc's  Child- 
hood," "  Joan's  Visions,"  "A  Rainy  Day  in  Camp,"  or  "An 
Exciting  Camp  Experience." 

By  thus  limiting  the  length  of  the  theme,  we  rob  composition 
work  of  its  most  dreaded  feature,  its  mechanical  laboriousness. 
Given  an  interesting  topic  on  which  he  feels  himself  competent 
to  write,  and  one  that  does  not  necessitate  a  tiresome  amount 
of  mechanical  effort,  the  child  goes  at  his  task  with  confidence 
and  pleasure. 

LANGUAGE  AND   GRAMMAR 

The  third  group  of  subjects  under  the  general  head  of  Eng- 
lish includes  technical  work  in  language  and  such  facts  and 
principles  of  grammar  as  contribute  to  the  work  in  literature 
and  composition.  As  a  matter  of  economy  the  ordinary  rules 
of  capitalization  and  punctuation  are  taught  in  the  lower  grades, 
while  the  work  in  formal  grammar  is  left  for  the  last  two  years 
of  the  elementary  course,  the  sixth  and  seventh.  This  work 
is  so  systematized  that  each  grade  holds  itself  responsible  for 
certain  technical  points  in  language  as  definitely  as  it  holds 
itself  responsible  for  prescribed  arithmetical  facts. 

SPELLING 

Much  thought  and  attention  has  been  given  of  late  to  the 
subject  of  spelling.  Tests  made  in  the  various  grades  seem  to 
prove  without  a  doubt  that  better  results  are  obtained  when  the 
lesson  is  taught  in  school  than  when  the  child  studies  it  at  home. 
These  tests  also  established  the  fact  that  there  is  great  economy 
of  time  in  the  former  method.  By  means  of  the  close  concen- 
tration that  the  teacher  demands  as  much  is  accomplished  in 
ten  minutes  of  class-study  as  the  child,  left  to  his  own  devices, 
accomplishes  in  double  that  time. 

As  a  result  of  this  investigation,  spelling  throughout  the 
grades  is  taught  in  the  class  room,  the  period  being  given  in 
part  to  the  teaching  of  the  lesson,  and  in  part  to  the  testing  of 
the  work.     The  number  of  new  words  taught  in  each  lesson 


82         Curriculum  of  Horace  Mann  Elementary  School 

is  not  over  three  in  the  Third  and  Fourth  grades,  and  not  over 
four  in  the  Fifth,  Sixth,  and  Seventh,  and  often,  when  the 
words  are  difficult,  the  number  is  still  smaller. 

The  words  to  be  taught  are  selected  with  great  care.  Class 
lists  are  compiled  from  such  sources  as  "  The  Spelling  Vocabu- 
laries of  Personal  and  Business  Letters  "'  by  Leonard  P.  Ayres 
of  the  Russell  Sage  Foundation,  and  from  the  children's  own 
vocabularies. 

The  experiments  referred  to  above  are  described  in  full  in 
Teachers  College  Record  for  January,  1912.  A  brief  state- 
ment of  the  method  of  teaching  spelling  in  vogue  in  the  school 
follows. 

Steps  in  Teaching  Spelling 

1.  Write  one   of  the  words  on   the  blackboard   and  teach  it  in   accord- 

ance with  the  following  plan.  Then  write  the  next  word,  teaching 
it  in  the  same  way.     Continue  in  this  way  throughout  the  list. 

(a)  While  writing  the  word,  pronounce  it  distinctly. 

(b)  Develop  the  meaning  orally  either  by  calling  for  a  sentence 

using  the  word  or  by  giving  its  definition. 

(c)  Divide  word  into  syllables.     Call  on  pupils  to  spell  orally  by 

syllables.  Have  them  indicate  what  part  of  the  word  pre- 
sents difficulties,  or  whether  the  word  contains  parts  they 
already   know. 

(d)  Have   pupils  write   the   word,    pronouncing   it    softly   as   they 

write. 

(e)  Allow    the    class    a    moment    in    which    to    look    at    the    word 

again,  and  then  have  them  close  their  eyes  and  try  to  visualize 
it,  or  use  any  other  device  of  a  similar  nature.  Have 
considerable  repetition,  both  oral  and  written. 

2.  After  the  various  words  of  the  day's  lesson  have  been  studied  in  this 

way,  allow  a  few  moments  for  studying  again  the  whole  list,  sug- 
gesting that  each  pupil  emphasize  the  words  he  thinks  most  difficult. 
This  time  should  be  limited  so  that  every  pupil  will  attend  vigorously 
and  intensively.  Call  upon  pupils  individually  and  in  concert  to 
spell  the  whole  list  without  looking  at  the  board.  Refer  them  to 
the  board  again  when  they  hesitate. 

3.  Erase  all   words  from  the  blackboard  and  dictate  to  the  class,  using 

each   word   in  a  sentence  first,   then   pronouncing  it  distinctly  alone. 


English 


83 


OUTLINE  OF  WORK  IN  READING  AND  LITERATURE 

GRADE  I 

Reading  Material 

)  Van  Sickle  and  Seegmiller 
j  Houghton  Mifflin 
Alexander 
Bobbs  Merrill 
McMahon— D.  C.  Heath 


The  Riverside  Primer 


Child  Classics  Primer 
Child  Classics  First  Reader 
Rhyme  and   Story  Primer 

First  Reader 


D. 


First  Reader 


Summer  s — Frank 

Beathes  Co. 
Free      and      Treadwell — 
Rowe,  Stevenson  &  Co. 
Poems  Studied 


The  Cov^ 
^Bed  in   Summer 
^Windy  Nights 

My  Shadows 

The  Little  Land 
^The  Land  of  Story  Book 

The  Lamplighter 
^The  Swing 

The  Snow-Bird 

Song  for  Winter 

Hide  and  Seek 

Snowflakes 

The  Fairies'  Dream 

March 
^April 

Wild  Geese 
^Little  Gustava 

Chanticleer 
^The  Wind 
^The  Throstle 

Putting  the  World  to  Bed 

Baby  Ferns 

Little  Snowflakes 

A  Laughing  Chorus 

The  First  Snow-Drop 
*  Memorized. 


►Stevenson 


Little  Folk  Lyrics 

Frank  Dempster  Sherman 


>Celia  Thaxter 


Christina  Rosetti 
Tennyson 

[Nature  Study 
r     Charles  Scott 

S  Nature  in  Verse 
J      Lovejoy 


84        Curriculum  of  Horace  Mann  Elementary  School 
Stories  Told  by  the  Teacher 


-Cinderella 
^Sleeping  Beauty 

The  Discontented  Pine  Tree 

The  Ugly  Duckling 
'The  Three  Pigs 

The  Three  Bears 
^The  Half  Chick 

Little  Red  Riding  Hood 

The  Dove  and  the  Ant 
The  Boy  and  the  Wolf 
The  Dog  and  his  Shadow 
=The  Sun  and  the  Wind 
The  Lion  and  the  Mouse 
'The  Elves  and  the  Shoemaker 
'The  Gingerbread  Man 
'The  Hen  and  the  Grain  of  Wheat 
Another  Little  Red  Hen 
'The  Pied  Piper  of  Hamelin 
'Why  the  Trees  Keep  Their  Leaves 
all  Winter 

The  Old  Woman  and  Her  Pig 

The  Wheat  Field 
'Pig  Brother 
'The  North  Wind 

Santa  Claus  and  the  Mouse 

The  Christ  Child 

Picciola 

Prince  Harv^eda 

The  Musicians  of  Bremen 
Raggylug 

Chicken  Little 

Three  Little  Goats  Gruff 


Grimm 
Grimm 
Andersen 
Andersen 

Green  Fairy  Book 
Lang 

Blue  Fairy  Book 
Lang 


viEsop 


Stories    to    Tell    Children 
Sara  Cone  Bryant 

]How    to   Tell    Stories    to 

Children 

Sara  Cone  Bryant     • 

Xaura  Richards 

The     Child's     World 
Poulsson 

! Story  Hour 
Kate  Douglas  Wiggin 
Story  Hour 
Harrison 
Grimm 
Ernest  Thompson-Seton 

! Child  Life— Second  Reader 
Blaisdell 
Graded  Literature  Readers 
—First  Book 


Stories   dramatized   or   retold  by   the   children. 


English 


85 


GRADE  II 
Reading  Material 


Riverside  First  Reader 

The  Progressive  Road  to  Reading 

Second  "Reader 

Merry  Animal  Tales 

Second  Reader 

Second  Reader 

Children's    Classics    in    Dramatic   1 

Form — Book  II 
Hiawatha  (selections) 
Mew^anee,  the  Little  Indian  Boy 
Child  Lore 


Van  Sickle  and  Seegmiller 
Burchill,      Ettinger,      and 

Shimer 
Hervey  and  Hix 
Bigham 

Free  and  Treadwell 
Baker  and  Carpenter 


j- Augusta  Stevenson 

Longfellow 
Belle  Wiley 
Bryce 


Poems  Studied 


^A  Day 

^The  Qoud  (extracts) 

«The  Night  Wind 

^The  Gingham  Dog 

^The  Owl 

''The  Elf's  Umbrella 

'One,  Two,  Three 
Seven  Times  One 
Lullaby  of  the  Iroquois 
Indian  Cradle  Song 
Indian  Mother's  Lullaby 

'The  Rainbow 

'The  Firefly 

'The  Moon 

'The  Owls 

'Sleep  Song 

The  Swallows  (selections) 
Four  Winds 
An  Open  Secret 
Nonsense  Alphabet 


Emily  Dickinson 
Shelley 
Eugene  Field 
Eugene  Field 
Tennyson 
O.  Herford 
H.  C.  Bunner 
Jean  Ingelow 
Pauline  Johnson 

Chas.  Myall 

Hiawatha 
Longfellow 

Edwin  Arnold 
E.  C.  Stedman 
Unknown 
Edward  Lear 


*  Memorized. 


86 


Curriculum  of  Horace  Mann  Elementary  School 


Goop  Rhymes 
The  Shepherd 

Verses  for  Children  (selections) 
Up,  up,  ye  Dames 
Sing  Song  (selections) 
Child's   Garden   of   Verse    (selec- 
tions) 
Little- Folk  Lyrics  (selections) 
Child  Lyrics  (selections) 


Gelett  Burgess 

Blake 

E.  V.  Lucas 

Coleridge 

Christina  Rosetti 

Stevenson 

Sherman 
J.  Tabb 


Stories  Told  or  Read  b\  the  Teacher 


*Phaeton — sun  god 
*Mercury — wind  god 
*Endymion — shepherd 
*Latona — the  frog 

Baucis  and  Philemon 

David  and  Goliath 

Twenty-third  Psalm 

Christmas  Story 
*The  Fire  Bringer 
*The  Story  of  Little  Tavwots 

The  Cat  and  the  Parrot 

Hans  in  Luck 

^Epaminondas  and  his  Auntie 
*How    Brother   Rabbit   fooled   the 

Whale  and  Mr.  Elephant 
*The  Little  Jackal  and  the  Alliga- 
tor 

Billy  Beg  and  his  Bull 

Rumpelstiltskin 

Legend  of  Saint  Christopher 

The  Legend  of  Arbutus 
Saint  George  and  the  Dragon 
Hiawatha  (selections) 
Robinson  Crusoe  (selections) 


Stories  of  Old  Greece 

Firth 


-Bible 


Stories  to  tell  to  Children 
How    to    tell     Stories    to 
1      Children 

Best  Stories  to  tell  to  Chil- 
dren 

Sara  Cone  Bryant 


ISchonbcrg    Cotta     Family 
J      (adapted) 

The  Children's  Hour 
Bailey  and  Lewis 

Longfellow 

Defoe 


'  Stories  dramatized  or  retold  by  the  children. 


English 


87 


*The  Golden  Windows 

*The  Great  Feast 

^The  Hill 

*The  Shadow 

^Child's  Play 

*The  Cooky 

*Jamie's  Lesson 
The  Crow  and  the  Pitcher 
The  Hare  and  the  Tortoise 


Short  Stories 
Laura  Richards 


l^Esop 


The  Man,  the  Boy,  and  the  Donkey  J 
Hansel  and  Gretel  1  Free  and  Treadwell's  Sec- 

Peter  Pan  J     ond  Reader 

GRADE  HI 
Reading  Material 


Riverside  Second  Reader 

Third  Reader 

Aldine  Third  Reader 

Pinocchio 

Alice  in  Wonderland 

Art  Literature  Reader — Book  HI 

In  the  Days  of  Giants 


Book  of  Saints  and  Friendly  Beasts   J 


Van  Sickle  and  Seegmiller 
Hervey  and  Hix 
Spaulding  and  Bryce 
Collodi 

Lewis  Carroll 
Frances  E.  Chutter 

Abbey  Farvvell  Brown 


»Psalm  XXni 

^October's  Bright  Blue  Weather 

^Clouds 

Wizard  Frost 

A  Real  Santa  Claus 
'The  Children's  Hour 

Fairy  Folk 
'Wishing 

A  Sudden  Shower 

Little  Orphant  Annie 
'Seein'  Things  at  Night 

Suppose 


Poems  Studied 

Bible 


H.  H.  Jackson 
"]  Little  Folk  Lyrics 
^Frank  Dempster  Sherman 

Longfellow 


AlHngham  (U.  P.*) 

James  Whitcomb  Riley 

Eugene  Field 
Alice  Cary 


*  Stories   dramatized   or  retold  by  the  children. 
"  Memorized. 


Curriculum  of  Horace  Mann  Elementary  School 


^How  the  Leaves  Came  Down 
^The  Night  Before  Christmas 

A  Wonderful  Weaver 

Laughing  Chorus 

The  Wonderful  World 

Guessing  Chorus 


S.  Coolidge  (U.  P.*) 
Moore  (U.  P.) 
Anonymous  (U.  P.) 
Anonymous  (U.  P.) 
Wm.  B.  Rands  (U.  P.) 
Johnstone  (U.  P.) 

Stories  Told  or  Read  by  the  Teacher 


^The  Story  of  Joseph 
^Arachne 

Prometheus 

Ares 

Little  Claus  and  Big  Claus 
'Snow-White      and      the      Seven 

Dwarfs 
'The  Stag 

The  Fir  Tree 

The  Golden  Cobweb 
'The  Hero  of  Haarlem 
'The  Endless  Tale 
'The  Wise  Men  of  Gotham 

King  Alfred  Stories 

Rikki-Tiki-Tavi 


Bible 

Mythland 
'     Beckwith 

Andersen 


Grimm 

Stories  to  tell  Children 
How    to    tell    Stories 
Children 

Sara  Cone  Bryant 

Fifty     Famous     Stories 
Baldwin 


to 


1  Jungle  Book 

j      Kipling 
Ernest  Thompson-Seton 
James   Whitcomb   Riley 
Joel  Chandler  Harris 
Longfellow 


Lobo 

The  Bear  Story 
Uncle  Remus   (selections) 
Hiawatha  (selections) 
The  Town  Mouse  and  the  Coun- 
try Mouse 

GRADE  IV 
Selections  Read  and  Studied 
Riverside  Third  Reader  Van  Sickle  and  Seegmiller 

Child  Classics,  Third  Reader  Alexander 

Water  Babies  Kingsley 


iEsop 


*  U.  P. — Unit  Poems,  published  by  the  Unit  Press,  Fitchburg,  Massa- 
chusetts, are  printed  upon  loose  leaflets  of   uniform   size. 

'Memorized. 

*  Stories  dramatized  or  retold  by  children. 


English 


89 


King  of  the  Golden  River 

Ruskin 

Birds  of  Killingworth 

] 

The  Bell  of  Atri 

y  Longfellow 

The  Village  Blacksmith 

'Psalm  C 

I  Bible 

'St.  Luke  II,  8-14 

'He  Prayeth  well 

Coleridge 

'Out  of  the  Morning 

Dickinson 

'The  Sandpiper 

Celia  Thaxter 

September 

H.  H.  Jackson 

The  Daffodils 

Wordsworth 

The  Desert 

W.  W.  Story 

'The  River  Song 

Water  Babies, 

'Dutch  Lullaby 

I  Field 

'Norse  Lullaby 

'America 

Samuel  Smith 

The  Camel's  Hump  (poem) 

Kipling 

A  Boy's  Song 

Hogg 

Kingsley 


In  addition  to  the  above  each  child  memorizes  two  or  three  poems  of 
his  own  choosing — subject  to  the  teacher's  approval. 


Stories  Told  or  Read 
Daniel  in  the  Lion's  Den 
Horatius 

The  Wanderings  of  Ulysses  (se- 
lections) 

Damon  and  Pythias 

The  Gulf  in  the  Forum 

Ouiquem 

White  Seal 

Uncle  Remus  (selections) 

The  King  of  the  Birds 

Faithful  John 

The  Seven  Ravens 

The  Brave  Tin  Soldier 

What  the  Goodman  does  is  Right 

'  Memorized. 


by  the  Teacher 
Bible 
Macaulay 

Lamb 

} Ethics  for  Children 
Ella   Lyman   Cabot 
Livy.     Adapted 
Jungle  Book 

Kipling 
loel  Chandler  Harris 


} 


lAndersen 


go         Curriculum  of  Horace  Mann  Elementary  School 


The  Crab  and  his  Mother 

^sop 

Bruce  and  the  Spider 

Scott 

The  Patient  Cat 

Laura  E.  Richards 

> 

Language  Through  Nature 

Why  the  Ears  of  Wheat  are  Small 

►     and  Art 

. 

Perdue  and  Griswold 

GRADE  V 

Selections  Read  an 

d  Studied 

Riverside  Fourth  Reader 

Van  Sickle  and  Seegmiller 

Wonder  Book 

Hawthorne 

Tanglewood  Tales 

Hawthorne 

Heide 

Spyri 

«Psalm  XXIV 

Bible 

While    Shepherds   Watched   their 

Flocks  by  Night 

Nahum  Tate 

^\bou  Ben  Adhem 

Leigh  Hunt 

^'Heaven  is  not  reached  at  a  Single 

Bound 

J.  G.  Holland 

*Down  to  Sleep 

H.  H.  Jackson 

The  Brook 

Tennyson 

The  Planting  of  the  Apple  Tree 

Bryant 

"The  Voice  of  Spring 

Felicia  Hemans 

The  Boys  and  the  Apple  Tree 

Taylor 

The  Song  Sparrow 

Van  Dyke 

The  Farm-Yard  Song 

Trowbridge 

The  Mountain  and  the  Squirrel 

Emerson 

The  Blind  Men  and  the  Elephant 

Saxe 

Contentment 

Holmes 

The  Wreck  of  the  Hesperus 

Longfellow 

'Charge  of  the  Light  Brigade 

Tennyson 

The  Legend  of  Bishop  Hatto 

^Southey 

•The  Inchcape  Rock 

Snowbound  (selections) 

Whittier 

The  Overland  Mail 

Kipling 

*  Memorized. 

Note. — Most   of   the   poems,   unless   oth 

"Poems   Every   Child    Should  Know,"  by 


erwise   noted,    are  taken   from 
Mary  E.    Burt. 


English 


91 


Stories  Read  or  Told 

David  and  Goliath 

David  and  Jonathan 

David  and  Saul 

King  Arthur  Stories   (selections) 

The  Story  of  Roland 

The    Wonderful    Adventures    of 

Nils  (selections) 
The      Birds'       Christmas       Carol 

(selections) 
Aladdin  and  the  Wonderful  Lamp 

The  Cat  that  Walked  by  Himself 
William  Tell 

Moni,  the  Goat  Boy 
The  Little  Runaway 


by  the  Teacher 


-Bible 


Howard  Pyle 
\Fifth  Reader 
J      Baker   and    Carpenter 

Selma  Lagerlof 

Wiggin 

Arabian  Nights 
Just  So  Stories 
Kipling 

I  Child      Classics,       Fourth 
f      Reader — Knowles 
J 

Spyri 


The  Finest  Lesson  of  the  Year 

De  Amicis 

The  Mouse  and  the  Moonbeam 

Field 

GRADE  VI 

Selections  Read  an 

d  Studied 

Riverside  Fifth  Reader 

Van  Sickle  and  Seegmiller 

Ivan hoe 

Scott 

Rip  Van  Winkle                                "] 
Legend  of  Sleepy  Hollow 
Courtship  of  Miles  Standish 
Evangeline  (selections) 
King  Robert  of  Sicily 
The  Skeleton  in  Armor 

^Irving 
'Longfellow 

Paul  Revere's  Ride 

How     they     Brought    the     Good 

News  from  Ghent  to  Aix 

Incident  of  the  French  Camp 
Herve  Riel 

Browning 

92         Curriculum  of  Horace  Mann  Elementary  School 


"Sweet  and  Low 
"The  Eagle 

The  Revenge 
"Ring  out  Wild  Bells 

Yussouf 

"Landing  of  the  Pilgrim  Fathers 
"Old  Ironsides 
"Patriotism 

Columbus 
"O  Captain  !    My  Captain ! 

The  Burial  of  Moses 

Sir  Patrick  Spens 
"A  Sea  Song 
"The  Sea 

Battle  of  Blenheim 
•Psalm  XIX 


Tennyson 


Lowell 

Hemans 

Holmes 

Scott 

Joaquin  Miller 

Walt  Whitman 

Cecil  F.  Alexander 

Old  Ballad 

Allan  Cunningham 

Barry  Cornwall 

Southey 

Bible 


Stories  Read  or  Told  bv  the  Teacher 


The  Story  of  Ruth 
Stories  of  Moses 

The  Three  Questions 

The  Three  Boxes 

The  Great  Stone  Face 
The  Marvelous  Tower 
Sir  Galahad 
Sinbad  the  Sailor 

The  Griffin  and  the  Minor  Canon 

The  Merry  Adventures  of  Robin 
Hood   (selections) 

The  Ship  that  Found  Herself 


Bible 

Twenty-Three  Tales 

Tolstoi 
Stories   from  the   Rabbis 

A.  S.  Isaacs 
Hawthorne 
Jwing 
Tennyson 
Arabian  Nights 
Fanciful  Tales 

Stockton 

Howard  Pyle 
The  Day's  Work 
Kipling 


*  Memorized. 


English 


93 


GRADE  VII 
Selections  Read  and  Studied 


School  Speaker  and  Reader 

Paul    Dombey — Selections    from 
Dombey  and  Son 

A  Christmas  Carol 

A-hunting  of  the  Deer 

Birds  and  Bees 

Pepacton 
"Lincoln's  Gettysburg  Speech 
^"Speech  of  Patrick  Henry  in  the 

Virginia  Convention 
"Civic  Creed 
"Psalm  CXXI 
^"Concord  Hymn 

Warren's  Address 
"The  Recessional 

Ballad  of  East  and  West 

Fuzzy  Wuzzy 

The  Destruction  of  Sennacherib 
"The     Spacious     Firmament     on 

High 
^^'A  Vagabond  Song 

The  Lady  of  Shalott 

The  Forsaken  Merman 

The  Vision  of  Sir  Launfal 
^''The  Snow  Storm 

Selections  from  Burns 


Hyde 

Dickens 

Warner 


-Burroughs 


:McDo\vell 
Bible 
Emerson 
Pierpont 

f'Kipling 

Byron 

Addison 
Bliss  Carman 
Tennyson 
Matthew  Arnold 
Lowell 
Emerson 


Stories  Read  or  Told  by  the  Teacher 


The  Story  of  Elijah 

The  Perfect  Tribute 

Autobiography  of  John  Muir 

Stickeen 

A  Message  to  Garcia 

Story  of  a  Salmon 

Story  of  Jean  Valjean 


Bible 

Mary  Shipman  Andrews 

John  Muir 
Elbert  Hubbard 
David  Starr  Jordan 
Victor  Hugo 


'  Memorized. 


94         Curriculum  of  Horace  Mann  Elementary  School 

OUTLINE  OF  WORK  IN  COMPOSITION 
GR.\DE  I 

Oral.     (Almost  all  of  the  work  is  oral.) 

1.  Reproduction.     Stories  told  in  school  and  at  home. 

The  teacher's  stories  which  are  used  for  reproduction  will  be 
found  marked  i  in  the  Outline  of  Work  in  Reading  and  Literature, 
Grade  I. 

2,  Original. 

Descriptions  of  pets,  toys,  etc. 
Accounts  of  trips  and  holiday  experiences. 
Dramatization  of  simple  stories. 
Written. 

1.  A  letter. 

This  is  the  first  written  work  of  the  year.  A  sample  letter  with 
the  method  employed  in  teaching  is  given  below. 

2.  Simple  statements.     Towards  the  close  of  the  year  one  or 

more  stories  are  reduced  to  a  few  essential  statements  and 
are  reproduced  from  memory. 

(Letter) 

Dear  Mother, 

I  love  you. 

Mary. 

This  letter  is  written  on  the  black-board  by  the  teacher  and 
the  pupils  are  told  that  as  soon  as  they  can  write  it  without  a 
copy,  they  may  post  it. 

Method. 

The  word  Mother  is  written  on  the  board  in  a  large,  free  hand. 
The  children  trace  the  word  in  the  air  with  the  same  free  arm 
movement.  The  word  is  erased.  Several  children  go  to  the 
board  and  try  to  write  it  from  memory.  Letters  that  give  trouble 
are  worked  on  individually  until  the  word  can  be  easily  written. 
Each  word  is  taken  up  in  a  similar  manner.  When  a  child  can 
write  the  whole  letter  on  the  board — 

Dear  Mother, 

I  love  you. 


English  95 

and  sign  his  name,  he  is  given  paper  on  which  to  write  it.  Much 
attention  is  given  to  good  writing  position  and  to  freedom  of 
movement. 

GRADE  II 

Oral.     (The  work  is  largely  oral.) 

1.  Reproduction. 

Stories  told  in  school  and  at  home. 
The    teacher's    stories    which   are   used   for    reproduction   will   be 
found  marked  4  in  the  Outline  of  Work  in  Reading  and  Literature, 
Grade  II. 

2.  Original. 

Descriptions. 

Simple  experiments  in  physics. 
Excursions  to  garden,  etc. 
How  to  play  a  game. 
How  to  make  things. 
How  to  go  from  school  to  home. 
Rhyming  games — (Dumb  Crambo), 
Written. 

1.  Original  Riddles. 

A  sample  riddle  with  the  method  employed  in  teaching  is  given 
below. 

2.  Original  class  rhymes. 

3.  Descriptions  of  the  season — weather. 

4.  Stories  of  imagination :  If  Jack-o-lantern  should  come  to 

life,  what  would  he  say?     (Two  or  three  sentences.) 

5.  Stories  suggested  by  pictures. 

A  Riddle 

One  child  is  sent  out  of  the  room.  Those  remaining  decide 
to  make  a  riddle  about  the  cat.  One  child  suggests,  /  can  climb 
a  tree;  another,  /  see  in  the  dark.  When  the  sentences  meet  with 
class  approval  they  are  written  on  the  board  by  the  teacher.  The 
riddle  may  then  read — 

I  can  climb  a  tree.  I  see  in  the  dark. 
I  can  purr  and  mew.  I  do  not  like  dogs. 
What  am  I  ? 


96         Curriculum  of  Horace  Maun  Elementary  School 

The  child  who  was  sent  out  of  the  room  is  now  recalled  to  guess 
the  riddle.  The  paragraph  is  then  studied  for  capitalization, 
spelling,  punctuation.  Finally  the  riddle  is  written  from  memory, 
or  if  it  is  too  long  for  a  pure  memory  exercise  it  may  be  written 
from  a  copy  on  the  board  from  which  the  specially  studied  words 
have  been  erased. 

GRADE  III 
Oral. 

1.  Reproduction. 

Stories  told  in  school  and  at  home. 
The    teacher's    stories    which    are    used    for    reproduction    will    be 
found  marked  5  in  the  Outline  of  Work  in  Reading  and  Literature, 
Grade   III. 

2.  Original. 

Stories  of  personal  experience. 

Descriptions  of  simple  experiments,  of  excursions,  of  work 

done  in  manual  training  and  nature-study. 
(In  all  story  telling  a  special  point  is  made  of  arrangement, 
telling  the  story  in  scenes,  to  develop  paragraph  idea.) 
Written. 

Oral  work  still  predominates  in  this  grade.  Careful 
preparation  is  made  for  all  written  work  by  means  of  class 
discussion  and  by  the  writing  of  difficult  words  on  the  black- 
board. 

1.  Reproduction. 

2.  Short  poems  written  from  memory. 

3.  Original  class  stories. 

4.  Original  poems. 

5.  Letters.    Children  are  given  heading  and  closing. 

6.  Description  of  trips  and  of  other  lines  of  work. 


GRADE  IV 

From  the   fourth  grade  on,  oral   composition   is   not   distin- 
guished from  written  in  the  outline. 
Reproduction. 

Different  ways  of  expressing  a  thought. 
Poems  and  short  prose  selections  written  from  memory. 


English  97 

Letters — friendly. 

Stories  suggested  by  pictures. 

Original   fables  in  imitation  of  model. 

Original  stories. 

Original  poems. 

Dialogues. 

Dramatizations. 

GRADE  V 

Reproduction. 

Different  ways  of  expressing  a  thought. 

Poems  and  short  prose  selections  written  from  memory. 

Letters — the  friendly  letter — the  social  note. 

Practice  in  changing  from  one  sentence  form  to  another. 

Stories,  fables,  descriptions  in  imitation  of  model. 

Stories  suggested  by  pictures. 

Original  endings  for  stories. 

Dialogues. 

Dramatizations. 

Reports  of  excursions  and  lectures. 

Original  stories  and  accounts  of  personal  experiences. 

Original  poems. 

GRADE  VI 
Reproduction. 

Different  ways  of  expressing  a  thought. 
Poems  and  short  prose  selections  written  from  memory. 
Letters — social  notes — friendly  letters — business  letters. 
Stories  in  imitation  of  model. 
Stories  suggested  by  pictures. 
Original  beginnings — original  endings  for  stories. 
Dialogues. 
Dramatizations. 
Character  sketches. 
Explanation  of  processes — definite  directions  for  doing  things 

and  for  finding  places. 
Reports  of  lectures  and  excursions. 
Original  stories  and  accounts  of  personal  experiences. 
Application  of  proverbs. 


98         Curriculum  of  Horace  Mann  Elementary  School 

Description  of  picture  suggested  by  lines  of  poetry  or  prose. 
Descriptions  of  persons  and  places. 
Original  poems. 


GRADE  VII 
Reproduction. 

Different  ways  of  expressing  a  thought. 
Poems  and  short  prose  selections  written  from  memory. 
Letters — friendly  and  business  letters. 
Dialogues. 
Dramatizations. 
Stories  in  imitation  of  model. 
Explanation  of  processes. 
Reports  of  lectures,  excursions,  etc. 
Expanding  sentences  into  paragraphs. 
Condensing  paragraphs. 
Book   reviews. 

Descriptions  of  persons  and  places. 
Original  stories  and  accounts  of  personal  experiences. 
Original  poems. 

The  oral  composition  frequently  consists  of  one-  or  two-minute 
speeches  on  current  topics  or  on  personal  experiences. 


OUTLINE  OF  WORK  IN  LANGUAGE  AND  GRAMMAR 

GR.\DE   I 

Capital  letter  at  beginning  of  sentence. 
Period  at  end  of  sentence. 
Child's   own  name. 
Pronoun  /. 

GRADE  II 
Child's  own  address — capitals  and  punctuation  marks  involved. 
Abbreviations  Mr.,  Mrs.,  Dr.,  and  names  of  months. 
Capital  in  days  of  week,  months,  holidays. 
Dates. 

Capital  at  beginning  of  each  line  of  poetry. 
Interrogation  point. 


English  99 

GRADE  III 
Exclamation  point. 

Contractions  as  don't,  zvon't,  I'm,  I'll,  etc. 
Abbreviations  as  needed. 
Capitals  in  names  of  places. 

Indentation  of  paragraphs — paragraph  idea  developed. 
Friendly  letter  form,  including  addressing  of  envelope,  intro- 
duced.    Children  are  not  held  responsible  for  heading  and 
close  of  letter.    These  are  written  on  board  by  teacher  and 
copied  by  class  v^henever  a  letter  is  written. 
Homonyms, 

to    too     two  here    hear 

their     there  our     hour 

GRADE  IV 
Apostrophe  in  the  singular  possessive  case. 
The  undivided  quotation. 
Comma  in  a  series. 
Titles  of  books,  poems,  etc. 

Friendly  letter  form — addressing  envelope  emphasized. 
Stricter  attention  to  form  and  margins. 
Paragraph  idea  continued — writing  from  outlines. 
Use  of  dictionary  introduced. 
Alphabetical   arrangement   of   lists   of  words  beginning   with 

different  letters ;  beginning  with  the  same  letter. 
Common  homonyms. 

GRADE  V 
Apostrophe  in  singular  and  plural  possessive. 
Divided  and  undivided  quotations. 
Comma — in  series,  in  address,  after  yes  and  no. 
Capitalization  of  words  derived  from  names  of  peoples  and 

places. 
Letter  form ;  formal  and  informal  social  notes. 
Paragraphs — the   three-paragraph    form   in    composition :   the 

beginning,  the  middle,  the  closing. 
Use  of  dictionary — simplest  diacritical  marks. 
Kinds  of  sentences. 

Declarative,   Interrogative, 
Imperative,  Exclamatory. 


100       Curriculum  of  Horace  Mann  Elementary  School 

GRADE  VI 

Business  letter  forms. 

Paragraph.  Logical  arrangement  of  sentences  in  paragraph ; 
the  three-paragraph  form  continued,  namely  beginning,  mid- 
dle, closing. 

Use  of  dictionary  for  spelling,  for  meaning,  for  pronunciation. 

Subject  and  predicate,  complete  and  simple. 

Phrase,  adjective  and  adverbial. 

Recognition  of  the  parts  of  speech. 

GRADE   VII 

Comma — in  phrase,  in  compound  sentence. 
Paragraph — Topic  sentence. 
Complements — subjective,  direct  object. 
Verbs — transitive,  intransitive,  copulative. 
Modifiers — words,  phrases,  clauses. 
Compound  sentences. 
Complex  sentences. 

PENMANSHIP 

The  aim  of  the  formal  drill  lessons  in  penmanship  is  to  pro- 
duce speed  as  well  as  a  reasonable  degree  of  legibility  in  hand- 
writing. In  Grades  One  and  Two  more  emphasis  is  placed  upon 
the  correct  form  of  letters  than  upon  movement  exercises,  while 
in  the  grades  that  follow  about  equal  emphasis  is  placed  upon 
form  and  speed.  The  standard  of  letter  forms  and  slant  is  set 
by  The  New  Barnes  Writing  Books  by  C.  S.  and  A.  G.  Ham- 
mock. The  use  of  these  copy-books  in  regular  class  drill  is  left 
to  the  option  of  the  individual  teacher. 

Special  classes  in  penmanship  are  formed  for  all  pupils  of 
Grades  Six  and  Seven  whose  handwriting  does  not  conform  to 
Quality  12  of  the  Thomdike  Scale.  As  soon  as  the  penmanship 
of  a  pupil  does  measure  up  to  the  class  standard,  he  is  excused 
from  this  special  drill  class. 


NATURE-STUDY 

Nature-study  appears  upon  the  official  program  as  occurring 
two  or  three  times  a  week  for  the  first  five  years  of  the  ele- 
mentary school, — the  periods  occupying  twenty  minutes  in  the 
first  three  grades  and  a  half-hour  in  the  fourth  and  fifth  grades. 
But  as  the  work  is  often  out-doors,  in  the  garden  or  campus 
or  parks,  we  take  advantage  of  fair  weather  and  go  forth  as 
opportunity  offers ;  or  if  the  children  are  tired  from  other  work, 
they  go  to  the  garden  to  dig  or  to  plant  or  just  to  see  "  what* 
is  happening."  Again  some  of  our  best  work  is  done  before 
school  or  during  recess  or  in  a  five-minute  impromptu  lesson 
on  some  specimen  brought  in  by  an  eager  child  who  wants  to 
know  more  about  it. 

In  regard  to  subject  matter,  whatever  belongs  to  the  natural 
environment  of  the  normal  child  is  legitimate  material.  Every 
individual  is  the  center  of  his  own  universe,  and  the  naturally 
widening  circles  of  his  environment  furnish  new  material  from 
year  to  year.  Our  subject  matter  includes  the  animals  and 
plants  that  are  the  sources  of  our  everyday  food,  clothing,  and 
shelter;  animals  and  plants  that  are  beneficial  or  injurious  in 
the  production  of  these  sources ;  animals  that  make  good  pets ; 
plants  that  make  beautiful  our  windows,  gardens,  and  parks; 
and  such  w-ild  flowers  as  are  within  reach  of  the  children. 

Our  resources  for  material  are  greater  than  our  city  environ- 
ment suggests  at  first  sight.  To  begin  with,  we  have  our  win- 
dow-gardens and  such  aquaria  and  vivaria  as  it  seems  wise  to 
keep  in  our  school-rooms,  and  a  school-garden  which,  though 
too  small  to  allow  much  individual  work,  is  yet  of  priceless 
value  in  that  it  gives  the  children  sufficient  practical  experi- 
ence in  gardening  to  enable  them  to  make  gardens  of  their  own 
during  the  long  summer  vacation  if  they  have  any  possible 
opportunity.  Also  we  have  a  small  greenhouse  where  we  grow 
plants  in  winter  and  where  we  keep  some  of  our  larger  pets. 

lOI 


IC2       Curriculum  of  Horace  Mann  Elementary  School 

There  are  still  a  few  vacant  lots  within  easy  reach,  and  wc 
make  the  most  of  the  Lower  Campus  of  Columbia  University 
which  is  just  across  the  street.  Riverside  and  Morningside 
parks  are  available  and  also  the  Rambles  in  Central  Park  which 
is  our  favorite  place  for  bird-study.  Afternoon  outings  and 
excursions  to  the  Palisades  across  the  Hudson  or  to  Van  Cort- 
landt  Park  and  vicinity  are  frequent,  and  the  work  in  the 
Fourth  and  Fifth  grades  is  supplemented  by  trips  to  the  Amer- 
ican ]\Iuseum  of  Natural  History,  and  to  the  Botanical  and 
Zoological  Gardens  in  the  Bronx. 

Almost  without  exception  the  children  of  the  Horace  Mann 
School  spend  their  summers  out  of  the  city,  but  they  do  not 
return  to  us  in  the  fall  with  any  uniformity  of  experience.  In 
order  then  to  give  our  first  grade  children  a  common  experience, 
we  take  them  to  a  farm  for  a  day.  This  is  followed  by  a  visit 
to  a  city  market,  so  that  they  may  realize  that  back  of  the 
market  is  the  farm  and  garden.  They  lay  out  a  miniature  farm 
in  the  sand-pile,  and  begin  gardening  by  gathering  seeds  to 
plant  in  the  spring. 

In  October,  each  first  grade  child  plants  a  hyacinth  bulb  in 
a  pot  and  puts  it  away  in  the  cold  and  dark  until  it  is  time 
to  bring  it  out  to  blossom  for  Easter,  when  it  is  taken  home 
to  mother.  They  watch  the  earth  getting  ready  for  winter; 
they  bring  in  caterpillars  from  the  garden  and  watch  them 
make  cocoons ;  they  see  a  squirrel's  nest  in  the  park  and  watch 
the  squirrel  to  find  out  how  he  gets  ready  for  winter.  In  the 
spring  they  plant  the  seeds  that  they  saved,  watch  the  growth 
and  flowering  of  their  hyacinths,  and  see  a  moth  or  butterfly 
come  out  of  a  cocoon.  Wherever  it  is  possible  to  carry  over 
a  line  of  work  from  fall  to  spring  it  is  done  to  the  end  that 
the  children  may  see  that  nature-study  is  a  continued  story  and 
not  just  a  picture-book. 

In  the  winter  when  the  supply  of  material  is  lowest,  the  visit- 
ing rabbit  comes  and  spends  a  week  or  more  in  a  big  cage 
in  the  school-room.  By  watching  him  the  children  try  to  find 
out  all  the  things  that  a  rabbit  can  do.  They  learn  how  a 
rabbit  takes  care  of  himself,  what  his  natural  home  is  like, 
what  he  eats  and  where  he  gets  his  food,  how  he  spends  the 
winter  and  what  keeps  him  wann,  how  he  keeps  himself  clean, 


Nature-Study  103 

who  his  enemies  are  and  how  he  protects  himself  from  them. 
They  decide  that  the  rabbit  makes  a  good  pet  because  he  is 
clean  and  pretty  and  sometimes  playful,  and  because  he  is  con- 
tented and  happy.  Finally  they  consider  what  they  themselves 
can  do  to  make  him  more  contented  and  happy.  Except  for 
aquaria  and  small  vivaria  we  consider  the  visiting  pet  more 
desirable  and  hygienic  in  the  school-room  than  the  permanent 
one. 

The  spring  garden  work  of  the  First  Grade  is  carried  over 
into  the  Second  Grade  in  the  fall  and  the  children  gather  their 
flowers  for  the  school-room,  to  take  home  to  mother  or  to 
send  to  some  sick  child.  In  order  to  have  flowers  to  send  to 
sick  children  in  the  spring,  they  plant  a  bed  of  bulbs  in  the 
garden  in  the  fall.  They  add  to  their  knowledge  of  the  first 
year  the  names  of  more  flowers,  trees  and  birds,  choosing  those 
that  naturally  fall  within  the  widening  circle  of  interest  and 
environment.  They  become  interested  in  a  new  line  of  work, — 
simple  experiments  or  problems  involving  the  collection  of  con- 
siderable material :  they  find  out  how  a  plant  gets  out  of  a 
seed  by  planting  seeds  between  glass  and  blotting-paper;  they 
learn  why  sunlight  is  necessary  by  putting  seedlings  in  a  dark 
closet;  they  find  out  how  plants  scatter  their  seeds  by  gathering 
all  kinds  of  seeds  and  fruits  and  examining  them  for  hairs, 
wings,  hooks  and  other  devices ;  they  become  interested  from  a 
new  standpoint  in  the  vegetables  to  which  they  were  intro- 
duced the  first  year  and  get  together  all  the  kinds  they  can  find 
in  the  garden  and  market,  grouping  them  according  to  the  part 
of  the  plant  that  is  eaten, — root,  leaf,  stem,  flower  or  seed. 

In  the  Third  Grade,  the  fall  work  opens  with  a  continuation 
of  plant  propagation.  They  set  out  a  new  strawberry  bed 
and  start  cuttings  in  individual  pots  for  the  geranium-bed 
that  supplies  the  school  wdndow-boxes.  The  Third  Grade  has 
owned  and  made  a  success  of  the  geranium-bed  for  seven  years. 

Another  line  of  work  dealing  with  new  material  in  the  Third 
Grade  is  that  of  beautifying  and  caring  for  the  grounds  about 
one's  home.  While  it  is  true  that  very  few  of  the  children  in 
our  school  have  a  city  home  with  a  yard  of  sufficient  size  to 
admit  of  much  decoration  or  landscape-gardening,  still  many 
of  them  have  summer  homes  in  the  country,  and  almost  without 


104       Cnrricuhim  of  Horace  Mann  Elementary  School 

exception  they  aspire  to  having  some  day  a  home  with  a  yard 
and  garden  or  better  still — a  farm.  We  believe  in  fostering 
this  healthy  and  normal  ambition  to  the  extent  of  giving  the 
children  of  this  grade  a  practical  knowledge  of  shrubs  and 
vines  as  well  as  of  trees  and  flowers  and  so  to  secure  their 
future  independence  of  the  landscape  gardener.  Perhaps  no 
series  of  lessons  throughout  the  entire  course  of  nature-study 
rouses  more  interest  than  the  study  of  vines.  We  begin  by 
going  out  on  the  street  and  into  the  garden  and  finding  all  the 
vines  that  we  can,  with  one  question  only  in  mind, — "  How  do 
vines  climb?"  We  learn  that  the  Japanese  ivy  climbs  by  means 
of  tiny  suckers,  that  the  bean  and  morning  glory  have  twining 
stems,  the  clematis  has  twisting  leaf-stalks,  the  English  ivy  has 
rootlets,  the  grape  and  pumpkin  have  tendrils,  and  the  crimson 
rambler  has  reflexed  prickles  or  "  turned-back  stickers  "  as  one 
child  put  it.  This  problem  involves  others,  and  our  next  work 
is  to  find  out  what  support  is  needed  by  each  kmd  of  vine. 
The  children  discover  for  themselves  that  the  Japanese  ivy 
grows  well  only  on  stone  or  brick,  the  English  ivy  requires  soil- 
filled  crevices  for  its  rootlets  and  does  not  take  kindly  to  our 
new  American  walls,  the  bean  needs  a  pole,  the  morning  glory 
a  string,  the  grape  a  trellis,  etc.  We  discuss  the  problem  of 
why  vines  climb  and  then  turn  our  attention  to  the  uses  of 
vines.  Again  the  children  are  happy  in  finding  out  for  them- 
selves that  some  vines  make  good  shade  for  a  porch,  or  serve 
as  a  screen,  or  furnish  both  fruit  and  shade  like  the  grape,  or 
cover  up  ugly  walls  like  the  Japanese  ivy.  Then  the  question 
of  relative  beauty  is  discussed.  Seasonal  factors  enter  into  this 
question, — the  luxuriant  growth  of  the  summer  foliage  of  the 
moonvine,  the  brilliant  autumn  coloring  of  the  woodbine  and 
Japanese  ivy,  the  exquisite  purple  blossoms  of  the  wistaria  in 
the  spring,  and  the  bright  berries  of  the  bittersweet  in  winter. 
The  school-room  becomes  a  place  of  vines ;  its  walls  are  gay 
with  bittersweet,  and  there  are  pots  of  English  and  German 
ivy  on  the  window-brackets ;  gorgeous  sprays  of  woodbine  are 
brought  in  for  an  art-lesson,  and  what  the  children  like  best 
of  all,  the  windows  are  full  of  individual  pots  of  growing  beans. 
In  each  pot  stands  a  straight  miniature  pole  a  yard  high,  made 
by  the  owner  in  the  hand-work  class,  and  the  beans  climb  up 


Nature-Study  105 

the  poles  making  a  fine  effect  when  the  pots  are  placed  side 
by  side.  The  children  now  work  out  two  more  problems : 
"  Where  does  the  vine  grow,  and  how  much  does  it  grow  in 
a  day  ?  "  These  questions  are  solved  by  marking  short  spaces 
of  uniform  length  with  India  ink  along  the  stem.  Frequently 
the  bean-vines  blossom  and  produce  very  creditable  pods  of 
beans. 

It  is  our  purpose  at  the  end  of  the  third  year  to  have  the 
children  somewhat  familiar  with  such  sources  of  their  food, 
clothing,  and  shelter  as  may  be  found  either  wild  or  cultivated 
within  a  few  miles  of  New  York  City.  Whatever  then  comes 
upon  this  list  is  legitimate  material  for  the  first  three  grades. 

The  work  of  the  Fourth  Grade  supplements  that  of  the  Third 
Grade  by  widening  the  environmental  circle  so  as  to  include  the 
sources  of  such  things  in  daily  use  as  cannot  be  produced  or 
profitably  raised  near  home.  We  raise  or  attempt  to  raise  in 
our  school-garden  such  things  as  flax,  cotton  and  hemp ;  wheat, 
rye,  oats  and  barley;  peanuts,  tobacco,  some  of  the  mints,  and 
the  castor-oil  plant.  If  our  cotton-bolls  are  immature  and  our 
peanuts  small  when  frost  kills  the  plants,  our  boys  and  girls 
get  a  practical  lesson  on  the  effect  of  climate.  Friends  in  the 
south  often  send  us  luxuriant  plants  with  bursting  bolls  of  ripe 
cotton.  We  place  the  stunted  plants  from  our  own  garden 
beside  those  from  the  southern  plantation,  and  with  the  help  of 
our  geographies  and  encyclopedias  work  out  the  causes  of  the 
difference.  Rainfall,  temperature,  length  of  season,  soil  and 
altitude  are  taken  into  consideration,  and  the  cotton-region  of 
our  own  country  is  traced  on  the  map.  Plantation  life  before 
the  sixties  is  pictured  and  also  present  methods  of  raising  cot- 
ton. The  invention  of  the  cotton-gin  and  its  effect  on  subse- 
quent history  is  touched  upon,  each  child  having  previously  tried 
to  separate  the  cotton  from  the  seeds.  In  doing  this,  they  make 
the  discovery  that  cotton  serves  the  same  purpose  as  the  hairs 
of  the  milkweed  seed,  namely,  as  a  device  for  seed  dissemination. 
The  effect  upon  the  fiber  of  cultivation  is  then  explained,  and 
the  series  of  lessons  ends  with  an  exhibition  of  samples  of 
everything  made  of  cotton  that  can  be  collected  by  the  children. 

Nature-study  in  the  Fifth  Grade  is  confined  to  two  main 
subjects, — to  forestry  which  occupies  the  first  half  of  the  year, 


io6       Curriculum  of  Horace  Mann  Elementary  School 

and  to  the  study  of  birds  during  the  remainder  of  the  time.  A 
more  detailed  study  is  made  of  the  trees  that  the  pupils  already 
know  something  about,  and  new  ones  are  added  to  the  list. 
This  is  largely  out-door  work.  From  time  to  time  the  New 
York  Botanical  Garden  has  furnished  us  with  valuable  ma- 
terial for  school-room  use.  As  an  aid  to  tree  recognition,  we 
have  some  years  used  a  key  that  was  made  especially  for  our 
children  and  our  trees.  Always  each  child  is  provided  with  a 
portfolio  and  the  Mumford  pictures  of  familiar  trees  as  a  sort 
of  working  basis.  To  this  portfolio  they  add  their  leaf  collec- 
tions and  other  material. 

The  industrial  and  aesthetic  value  of  the  different  trees  is 
dwelt  upon,  the  geographical  distribution  of  our  park  trees 
is  considered,  and  our  native  trees  compared  as  to  the  length 
of  time  that  they  retain  their  foliage.  One  winter  month  is 
devoted  to  the  tree  from  the  physiological  standpoint.  This 
is  no  more  or  less  than  plant  physiology,  and  the  boys  and 
girls  become  greatly  interested  in  the  simple  experiments  that 
show  absorption,  conduction,  transpiration,  starch-formation, 
and  food-storage.  This  work  is  followed  by  a  series  of 
lessons  upon  the  enemies  of  trees  which  are  of  vital  interest 
when  one  understands  that  when  caterpillars  eat  the  leaves,  the 
manufacture  of  starch  is  suspended;  that  when  mice  gnaw  the 
bark  through  the  cambium  layer,  conduction  is  interfered  with ; 
and  that  when  fungi  ramify  through  the  pores  in  the  wood 
of  the  trunk,  they  steal  the  prepared  food  of  the  tree  or  even 
feed  upon  its  tissue,  and  so  the  life  of  the  tree  is  doomed.  It 
is  easy  to  pass  from  the  individual  tree  which  has  now  become 
an  organic  living  thing  with  its  own  life-problems  to  the  forest 
and   its  problems. 

The  study  of  birds  has  its  charms  for  people  of  all  ages, 
and  a  few  months  devoted  to  this  subject  leave  our  boys  and 
girls  with  a  desire  to  go  on  and  learn  more  and  more  as  the 
years  go  by.  A  series  of  the  Mumford  pictures  illustrating  the 
more  common  or  interesting  birds  is  added  to  the  portfolio, 
and  each  child  as  well  as  each  room  starts  a  bird  list.  While 
we  are  hampered  in  that  it  is  difficult  to  take  our  classes  out 
with  profit   for  the  study  of  wild  living  birds,  still  we  spend 


Nature-Study  107 

one  or  more  mornings  in  the  Rambles  in  Central  Park,  which 
is  acknowledged  to  be  one  of  the  finest  centers  for  the  study 
of  migrating  birds  in  the  country,  and  we  visit  the  birds  in 
the  Zoological  Garden  as  a  class,  in  groups  or  individually. 
To  teach  our  pupils  the  intelligent  use  of  the  museums,  public 
gardens,  and  other  opportunities  provided  by  the  city,  is  one 
of  the  aims  of  our  department. 

From  these  brief  notes  it  will  be  seen  that  our  work  has  a 
large  element  of  "  doing " ;  that  we  are  trying  to  teach  our 
children  to  interpret  nature  for  themselves;  that  we  are  start- 
ing them  on  lines  of  work  that  they  can  follow  up  individually ; 
that  we  are  providing  them  with  happy  and  healthful  out-door 
employment  and  recreation  for  afternoons,  holidays,  summer 
vacations,  and  for  leisure  throughout  life;  that  through  a  love 
and  appreciation  of  the  beautiful  they  are  led  to  protect  and 
to  help  nature, — to  protect  the  birds  and  wild  flowers  and  to 
care  for  the  parks;  that  they  are  led  to  judge  intelligently  of 
the  values  of  life  and  to  destroy  (as  tenderly  as  may  be)  the 
pests  and  those  forms  of  life  that  are  injurious  or  destructive 
to  higher  or  more  valuable  species. 

Our  work  is  never  quite  the  same  for  any  two  years.  Some 
subjects  have  been  eliminated  after  being  tried  out;  others  are 
temporarily  dropped  or  omitted  from  lack  of  time,  while  new 
ones  are  experimented  upon  and  added  from  time  to  time.  In 
the  outline  that  follows,  no  single  year  has  seen  the  completion 
of  all  lines  of  work  in  every  grade,  but  these  are  the  subjects 
that  have  proved  of  most  value  to  us. 


FIRST  GRADE 

Plant-life : 

Flowers.     Learn  to  recognize  the  following — 
In  the  fall: 

Wild :  Goldenrod,  Aster,  Queen's  Lace,  Butter  and  Eggs. 
Cultivated:  Pansy,  Geranium,  Morning-glory,  Sunflower, 
Marigold,  Zinnia,   Nasturtium,  California  Poppy,   Sal- 
via, and  Chrysanthemum. 


io8       Curriculum  of  Horace  Mann  Elementary  School 

In  the  spring: 

Wild :  Spring  Beauty,  Hepatica,  Blood-root,  Adder's 
Tongue,  Violet — blue,  white,  and  yellow,  Dandelion, 
Jack-in-Pulpit,  ]\Iarsh  Marigold,  Daisy,  Buttercup,  and 
Clover. 

Seeds :  Collect  several  kinds  from  the  garden  and  put  away 
carefully  for  the  spring-planting. 

Trees:  Oak,  Maple,  Willow,  Chestnut;  Pine  and  Fir  (Christ- 
mas). 

Vegetables :  Learn  the  names  of  the  common  vegetables  and 
find  out  how  they  grow  in  the  garden ;  visit  a  grocer's  win- 
dow where  vegetables  are  displayed  and  learn  how  they  get 
from  the  farmer  to  the  grocer.     (Thanksgiving) 

Bulbs :  The  last  of  October,  plant  hyacinths  in  individual  pots ; 
visit  them  once  or  twice  during  winter  in  their  underground 
quarters ;  bring  into  school-room  in  time  to  blossom  for 
Easter;  take  home  for  an  Easter  present  to  mother.  Plant 
a  bed  of  hyacinths  in  the  garden  to  send  to  sick  children 
when  they  blossom. 

The  Pumpkin — a  Hallowe'en  subject:  study  it  as  a  "seed- 
box";  save  and  clean  the  seeds;  put  away  in  individual  en- 
velopes made  by  the  children  ;  make  the  pumpkin  into  a  Jack- 
o-lantern ;  in  the  spring,  plant  the  seeds  in  individual  pots 
and  keep  in  the  school-room ;  plant  in  three  w^ays  to  deter- 
mine if  growth  is  affected. 

How  plants  get  ready  for  winter :  Study  the  trees  and  grass 
on  the  campus,  the  vegetables  and  flowers  in  the  garden  to 
find  out. 

The  Garden  :  In  the  spring  make  a  flower-garden  ;  learn  to  use 
hoe  and  rake ;  plant  Alarigolds,  Pansies,  Nasturtiums,  Zin- 
nias, Salvia,  and  California  Poppy  (flowers  showy  and 
seeds  large). 

Animal-life : 

The  Rabbit :  Keep  in  large  cage  in  school-room  for  a  week  or 
more ;  care  for  and  feed  carefully ;  let  children  work  out 
simple  problems  like  the  following, — Why  does  the  rabbit 
make  a  good  pet?  How  does  he  take  care  of  himself? 
What  can  we  do  to  make  him  happy? 


Nature-Study  T09 

The  Pigeon :     Keep  in  school-room  and  study  like  the  rabbit. 

The  Robin :    Song,  nest,  eggs,  use  to  us. 

Gold-fish:     Keep  in  aquarium;  set  up  the  aquarium   ("fish- 
home")  in  school-room  before  the  children. 

Butterflies  and  Moths :    In  fall,  bring  in  caterpillars,  watch  for- 
mation of  cocoons ;  trj'  to  bring  out  for  Easter. 

How  do  animals  get  ready  for  winter? 
Physical  phenomena'.  From  time  to  time,  note  color  of  sky,  pres 
ence  of  clouds,  fog,  snow,  rain,  ice,  sleet,  frost,  wind,  etc. 

Children  of  this  grade  visit  a  farm  and  a  market. 


SECOND  GRADE 
Plant-life : 

Flowers.     Review  those  learned  in  Grade  I  and  add  the  fol- 
lowing : 

In  the  fall : 

Wild :  Clovers, — red,  white,  yellow  or  hop,  buffalo ; 
Gentians, — fringed  and  closed.  Cardinal  flower.  Yar- 
row. 

Cultivated  :  Sweet  Alyssum,  Mignonette,  Petunia,  Verbena, 
Ageratum,  Phlox,  Portulaca,  Coxcomb,  Cosmos,  Snap- 
dragon, Bachelor's  Button,  Calendula. 

In  the  spring: 

Wild :  Saxifrage,  Wild  Lily-of-the- Valley,  Solomon's  Seal. 
Rock  Pink,  Dutchman's  Breeches,  Bellwort,  Toothwort, 
Dogwood,  Azalea. 
How  are  the  spring  flowers  able  to  get  into  bloom  so  quickly  ? 
What  becomes  of  the  plants  after  blossoming?    Develop  idea 
of  food-making  and  food-storage  by  the  plant. 
Trees :  Review  those  already  learned  and   add   Sweet  Gum, 
Horsechestnut,  Elm  and  Lombardy  Poplar.     Study  outlines 
of  trees ;  cut  in  paper. 
Evergreen  Trees:   Compare  Pine,  Fir,  Spruce  and  Hemlock 

with  reference  to  value  for  Christmas  trees. 
Seed-dispersal:    Collect  as  many  kinds  of  seeds  and  fruits  as 
possible ;  supplement  from  school-collections ;  discuss  agency 
and  device  for  dissemination. 


no       Curriculum  of  Horace  Mann  Elementary  School 

Bulbs:  Plant  Daffodils  in  individual  pots  for  Easter;  plant  a 
bed  in  the  garden  for  the  children  in  St.  Luke's  Hospital. 

Vegetables :  Study  with  reference  to  the  part  of  the  plant 
they  represent,  e.g.,  root,  stem,  leaf,  flower,  fruit  or  seed. 
(Thanksgiving) 

Germination :  Plant  beans  between  blotting-paper  and  glass 
in  common  tumblers ;  compare  to  determine  most  favorable 
amount  of  water;  note  cessation  of  growth  and  determine 
the  cause.  Plant  other  seeds, — Corn,  Pea,  Grass,  Mustard, 
etc.,  in  same  way ;  keep  some  in  dark ;  note  effect  on  size  of 
seed  of  light  and  darkness,  of  heat  and  cold. 

The  Garden:  In  the  spring,  plant  a  bed  of  radishes  and  make 
a  flower-garden;  plant  Mignonette,  Sweet  Alyssum,  Ver- 
benas, Petunias,  Portulaca,  Snapdragon,  Bachelor's  Button 
and  Calendula ;  sow  extremely  small  seeds  broadcast. 

Animal-life : 

English  Sparrow :  Study  sparrows  on  street ;  are  they  a  nui- 
sance or  of  value  to  us? 

Crackles  and  Starlings  on  Campus :  Compare  Crow  and  Blue 
Jay;  note  return  of  Robin,  Bluebird  and  Song  Sparrow. 

The  Squirrel :  Study  squirrels  on  Campus ;  find  out  what  they 
eat,  how  they  gnav/,  where  they  sleep.  Compare  the  Chip- 
munk and  Red  Squirrel. 

Garden  Foes :  injurious  insects, — plant-lice,  scales,  caterpillars. 

Garden  Friends :  the  earth-worm  and  toad.  What  does  the 
toad  do  for  us?  What  can  we  do  for  the  toad?  Compare 
the  frog.     Keep  tadpoles  in  aquaria. 

Physical  Nature-Study : 

The  three  forms  of  water;  swelling  of  water  in  ice-formation, 
applications ;  simple  experiments  in  evaporation ;  effect  of 
frost  on  soil,  on  rocks. 

The  therm.ometer :  value  to  the  gardener. 

Building-stones :  Granite,  Marble,  Sandstone  and  Slate. 

Common  minerals :    Mica,  Quartz,  Flint,  Chalk. 

Three  illustrated  lectures  on  "Spring."  "Winter"  and  "Au- 
tumn" are  given  in  this  grade. 


Nature-Study  1 1 1 

THIRD  GRADE 
The  Garden: 
Fall  work: 

Plant  propagation : 

Strawberry-bed:    Study  the  bed   planted   by   Grade   III 
last  year ;  find  original  plants ;  select  strongest  of  new 
plants  and  make  a  new  bed ;  each  child  should  transplant 
at  least  one  plant. 
Geranium-bed:   From  geranium-bed  made  by  Grade  III 
of  last  year,  select  cuttings  and  plant  in  individual  pots ; 
keep  in  greenhouse  till  blossoms  appear,  then  transfer 
to  school-room ;  in  spring  transplant  to  the  garden-bed 
to  be  used  for  window-boxes  in  fall  and  to  furnish  the 
next  Third  Grade  class  with  cuttings. 
The  Potato :  Study  in  fall ;  "make  starch" ;  cut  properly 
and  plant  in  individual  pots  in  greenhouse ;  "dig"  in 
spring.     Potato-beetle. 
Radishes :  Plant  individual  boxes  of  radishes   in  green- 
house ;  use  different  kinds  of  seeds ;  decide  which  is  best 
for  greenhouse  cultivation. 
Seed-formation :  Study  vegetable  garden  with  reference  to 
seed-formation ;  annuals,  biennials  and  perennials. 
Spring  work: 

Plan  the  kitchen-garden  on  paper ;  order  seeds ;  mark  off 
beds  to  correspond  to  plan;  plant  about  fifteen  kinds  of 
vegetables  in  the  most  approved  way.    Cooperative  work. 

The  Yard: 

The  Lawn :  Make  a  lawn  in  a  window-box ;  sow  seed,  trim 
carefully  and  determine  where  growth  takes  place. 
Enemies  of  the  lawn  : 

The  Mole:  structure  and  habits. 
The  June-bug:  metamorphosis. 
The  Grasshopper :  compare  with  June-bug. 
Flowering     Shrubs :      Forsythia,     Japanese    Quince,     Bridal 
Wreath,  Syringa,  Lilac,  Althea,  Barberry,  etc.     Study  with 
reference  to  beauty  of  form,  value  for  hedge,  beauty  of  fo- 
liage or  flower  or  color-mass,  bright  berries  or  fruits  for 
attraction  of  birds. 


112       Curriciilum  of  Horace  Mann  Elementary  School 

Vines :  Japanese  Ivy,  English  Ivy,  Woodbine,  Grape,  Moon- 
vine,  Clematis,  Honeysuckle,  Morning-glory,  Scarlet  Runner, 
Virginia  Creeper,  etc.,  mode  of  climbing, — twining  stem,  ten- 
drils, rootlets,  etc. ;  needed  support ;  value  for  shade,  screen 
or  wall-covering ;  beauty  of  foliage,  flower  or  autumn  color- 
ing; value  for  fruit. 

Trees :  Review^  those  learned  in  preceding  grades  and  add 
Tulip-tree,  Sycamore,  Catalpa,  Linden,  Cottonwood  and 
Beech.  Consider  value  for  shade,  screen,  wind-break  or 
beauty  of  form,  and  autumn  coloring.  Note  advantage  for 
single  trees,  clumps  or  avenues. 
The  Orchard :  Native  fruit-trees,  the  apple,  pear,  peach,  quince. 

Nut-bearing  trees  (native)  :  Hickory,  Black  Walnut,  Butternut, 
Beech,  Chestnut. 

Insect-pests  in  orchard ;  bird-friends. 
Hive  of  Bees :     Structure  of  the  bee ;  queen,   worker,   drone ; 

gathering  of  honey,  pollen ;  wax ;  care  of  eggs  and  young. 

Paper-wasp,  Mud-dauber,  Ants.  Compare  with  bee.  Keep 
colony  of  ants  in  school-room. 

The  parts  of  a  flower ;  function  of  each ;  mutual  dependence 
of  bees  and  flowers. 
The  Beaver  and  other  fur-bearing  animals.    Visit  beaver-dam  in 

Zoological  Garden. 
The  Sea-gull :  value  as  a  scavenger. 
Group  all  the  animals  and  plants  studied  thus  far  into  ecological 

groups ;  make  window-gardens  or  sand-table  demonstrations  of 

one  or  more  of  the  following, — swamp,  brook  and  its  banks, 

sunny    upland    slope,    rocky    exposed    hillside,    ravine,    pine 

w^oods,   deciduous   woods ;   sink   pans   for   water ;    use    animal 

pictures  or  labels ;  develop  an  idea  of  the  country  in  the  time 

of  Hudson. 
Illustrated  lectures  on  "  The  Fauna  and  Flora  in  the  Time  of 

Hudson,"  and  "Domestic  Animals  and  Their  \\\\c\  Relatives." 

Agriculture;  FOURTH  GRADE 

Garden-work : 

Kitchen-garden  ;  gather  the  vegetables  planted  the  preceding 
spring. 


Nature-Study  113 

The  Grains :  Harvest  the  Wheat,  Rye,  Oats,  Barley  and  Corn. 
Plant  a  bed  of  winter  Rye, — sow  one-half  in  drills  and 
one-half  broadcast  to  determine  the  best  way  of  sowing. 
Fiber  Plants :  Gather  the  Flax,  Cotton,  Jute  and  Hemp ;  sup- 
plement with  material  and  pictures  to  illustrate  industrial 
processes. 
Peanuts:  Compare  method  of  growth  with  peas,  with  nuts. 
Sweet  Potato :  Compare  with  common  potato ;  grow  one  in 

water. 
Tobacco:  Note  method  of  growth. 

Castor-oil  Plant:  Rub  broken  seeds  on  paper  to  show  oil. 
Rubber:  Use  large  school-room  plant;  slash  in  places  and  col- 
lect and  dry  the  sap. 
Sugar :  Maple,  Beet,  Cane ;  study  with  help  of  specimens,  pic- 
tures and  experience. 
The  Products  of  the  Zones :  Collect  and  arrange  material  on 
three   shelves    representing  Tropical,   Temperate   and   Cold 
Regions ;  include : 
Tea,  Coffee,  Cocoa; 
Spices  of  all  kinds ; 

Fruits   such  as  the  Banana,   Pineapple,   Orange,  Lemon, 
Grape-fruit,  imported  Grapes,  the  Fig,  Date  and  Olive; 
Nuts  such  as  the  Brazil-nut,  English  Walnut,  Pecan,  Fil- 
bert and  Cocoanut. 
Supplement  with  charts  and  pictures  showing  culture  and 
manner  of  growth.     (Thanksgiving) 

Lumbering : 

Pine,  Spruce,  Hemlock,  White  Cedar,  Red  Cedar;  value  and 

uses.     (Christmas) 
Lumber   camps:    Saw-mills, — site,    management    and    power; 
transportation  of  logs  and  lumber ;  the  lumber-yard. 

Fisheries: 

Fish  of  the  Coast,  of  the  Hudson,  of  mountain-streams ;  meth- 
ods of  fishing. 

Salmon :  study  as  the  type  of  the  fish. 

Lobster;  development,  necessity  of  protection.  Use  Cray-fish 
for  individual  study. 

Clam  and  Oyster ;  the  Star-fish  an  enemy  of  the  Oyster. 


114       Curriculum  of  Horace  Mann  Elementary  School 

Turtle,  French  Snails:  keep  alive  in  school-room. 

Dragon-fly  and  Caddis-fly:  keep  nymphs  in  fresh-water  aqua- 
rium (use  material  to  illustrate  Kingsley's  "Water-Babies"). 

Salt-water  aquarium:  illustrate  life  of  the  seashore  as  far  as 
practicable. 
Mining  and  Quarrying.     (This  line  of  work  is  done  largely  by 
the  departments  of  Geography  and  Industrial  Arts) 

Soils :  Clay,  sand,  gravel ;  lime,  salines  and  alkaline  substances ; 
fertility,  sources  of  humus ;  barrenness, — causes  of,  deserts ; 
water-content ;  simple  experiments  showing  comparative 
water-content  of  different  soils ;  experiments  showing  effect 
of  fertile  and  barren  soils  on  plant-growth. 

Minerals  and  Aletals  in  common  use. 

Methods  of  mining. 

Manufacture  of  Glass  and  Porcelain. 

Stones  used  for  building  purposes,  monuments,  paving. 

Visit  a  quarry  or  excavation  for  foundation  of  building. 

An  illustrated  lecture  on  each  of  the  above  main  topics  com- 
pletes the  work  in  nature-study  for  the  fourth  grade. 


FIFTH  GRADE 

Recognition  at  all  seasons  of  the  following  list  of  park  and  forest 
trees;  their  native  habitat;  value  for  lumber,  shade,  wind- 
break or  ornament: 

Maples :    Sugar,   Red,   White,   Norway,   Sycamore,   Japanese, 
Sweet-gum,  Sycamore  or  Plane-tree,  Tulip-tree, 
Poplars :  Silver,  Lombardy,  Cottonwood,  Balm-of-Gilead, 
Catalpa,  Linden  or  Basswood,  Elm,  Beech,  Chestnut,  Willow, 
Birches:  Black,  Yellow  or  Curly,  Gray,  White,  Weeping, 
Honey  Locust,  Common  Locust,  Ailanthus,  Ash,  Horsechest- 

nut, 
Shag-bark  Hickory,  Pignut,  Black  Walnut,  Butternut, 
Pine,  Spruce,  Hemlock,  Balsam  Fir,  Juniper,  Red  and  White 

Cedar. 
Dissemination  of  trees  from  seeds,  shoots  or  cuttings ;  agents  of 
and  devices  for  seed-dispersal. 


Nature-Study  115 

Planting  of  acorns  and  maple  seeds ;  transplanting  of  seedlings 
or  young  trees  to  country  homes ;  rooting  and  planting  of  wil- 
low-branches. 

The  Tree  as  an  Individual :  its  life-problems  and  how  it  meets 
them;  structure  and  functions  of  the  different  parts  of  the 
tree, — the  roots  and  root-hairs,  trunk  with  the  heart-wood, 
sap-wood,  cambium,  inner  and  outer  bark ;  branches  and  twigs, 
buds,  leaves,  flowers,  fruits  and  seeds.  This  work  is  illustrated 
by  an  abundance  of  material,  microscopic  slides,  stereopticon 
views,  transparent  wood-sections,  blocks  cut  to  show  the  grain, 
and  a  series  of  simple  physiological  experiments  to  show  ab- 
sorption, conduction,  transpiration  and  starch  formation. 

The  Forest  and  its  Problems :  the  forest-floor,  undergrowth  and 
canopy ;  effect  on  rain-fall ;  value  and  uses  of  the  forest,  its 
care  and  preservation;  care  of  injured  or  diseased  trees;  re- 
forestation ;  legislation  concerning  forests ;  government  reser- 
vations. 
Enemies  of  the  Forest : 

Fungi,  their  work  and  life-history. 
Winds,  Storms,  Lightning,  Snow,  Ice,  Sleet. 
Fires,  causes  and  prevention. 
Gnawing  animals :  Rabbits,  Mice,  the  Beaver. 
Grazing  animals :  Deer,  Cattle,  Sheep. 

Insects :  Moths, — the  Gypsy,  Brown-tail,  Tussock,  Tent  Cater- 
pillar ;  Plant-lice  or  Aphides,  Scales,  Elm-leaf  Beetle.    Life- 
histories  of  injurious  insects  and  methods  of  dealing  with 
them ;  substances  used  for  and  ways  of  spraying  and  fumi- 
gation. 
Man,  the  careless  or  ignorant  or  avaricious  lumberman. 
Friends  of  the  Forest:  Birds.     (Not  only  the  relation  of  birds  to 
trees  but  also  to  the  garden,  to  crops  and  to  vegetation  in 
general  is  here  considered.) 
The   Bird   as    an   Individual:   its    structure   and   life-history; 
structural   and   color   adaptations ;    habits ;   nest,    eggs    and 
young;  food  and  consequent  value  to  man.     Something  is 
learned  of  all  the  birds  on  the  following  list:  English  Spar- 
row, Starling,  Grackle,  Junco,  Chickadee,  Nuthatch,  Brown 
Creeper,  Song  Sparrow,  Red-winged  Blackbird,  Robin,  Blue- 


Ii6       Curriculum  of  Horace  Mann  Elementary  School 

bird,    Cedar   Waxwing,    Crossbill,    Meadowlark,    Kingbird, 
Baltimore  Oriole,  Goldfinch,  Cardinal,  Scarlet  Tanager,  In- 
digo Bunting,  Vireo,  Humming-bird,  Flicker,  Downy  Wood- 
pecker,  Blue  Jay,   Crow,   Cuckoo,  Whip-poor-will,    Purple 
iMartin,  Cliff  and  Barn  Swallows,  a  few  game-birds,  the  Sea- 
gull, an  owl,  hawk  and  heron. 
Migration :  Permanent  and  summer  residents,  winter  and  tran- 
sient visitants ;  causes  and  routes  of  migration. 
Bird-lists  are  kept, — both  class  and  individual. 
The  material  consists  of  pictures,  mounted  birds  with  nests  and 

as  many  live  birds  as  we  are  able  to  see. 
Visits  are  made  to  the  American  Museum  of  Natural  History, 
to  the  Zoological  Garden  and  to  "The  Rambles"  in  Central 
Park. 
Four  illustrated  lectures  on  trees  and  birds  are  given  in  this 
grade. 

SIXTH  GRADE 
General  Science 

Up  to  the  Sixth  Grade  the  study  of  nature  has  consisted  mainly 
of  lessons  based  on  zoology  and  botany.  In  the  Sixth  Grade 
general  science  is  made  the  basis  of  the  course  of  study,  the 
topics  for  discussion  being  selected  largely  from  the  fields  of 
physics,  astronomy,  biology,  chemistry,  and  geography.  In 
choosing  topics  much  care  has  been  taken  to  find  those  which 
particularly  appeal  to  the  child,  and  which  serve  to  explain  in  a 
simple  way  a  number  of  modern  mechanisms,  mechanical  de- 
vices, works  of  municipal  engineering,  and  such  phenomena  of 
the  child's  environment  as  especially  arouse  his  interest. 

Two  thirty-minute  periods  each  week  are  devoted  to  this  in- 
struction, and  the  experiments  or  demonstrations  connected  with 
it  are  first  introduced  in  the  laboratory  period.  The  discussion 
of  the  problem  and  of  the  experiments  constitutes  the  second 
lesson.  The  purpose  is  to  start  with  a  problem  concerning  which 
the  children  are  seeking  information ;  observation,  demonstration, 
and  information  from  books  and  articles  assist  in  the  assembling 
of  facts ;  explanations  and  applications  follow. 


Nature-Study  117 

The  type  of  subject  matter  is  changed  somewhat  from  year  to 
year  in  the  effort  to  find  the  material  best  serving  the  needs  of 
the  children  of  this  grade. 

Some  of  the  problems  taken  up  are  suggested  in  the  following 
outline : 

I.     How  does  New  York  City  get  its  water  supply? 

1.  The  Old  Croton  Aqueduct. 

2.  The  New  Croton  Aqueduct. 

3.  The  Catskill  Aqueduct. 

4.  Problems  in  physics  connected  with  the  question. 

a.  How  does  a  siphon  work  ? 

b.  What  makes  anything  have  weight? 

c.  In  what  direction  does  water  pressure  act? 

d.  How  much  pressure  does  it  exert? 

e.  In  preparation  for  siphoning  the  water  under  the 

Hudson  River,  how  did  the  engineers  know  in 
what  direction  the  drill  inclined? 

f.  How  did  they  know  how  deep  to  go? 

5.  Problems  related  to  getting  a  pure  water  supply. 

II.  What  makes  engines  go? 

1.  What  are  the  principal  parts  of  an  engine? 

2.  How  was  the  steam  engine  developed? 

3.  What  is  the  effect  of  heat  on  gases  ?    Liquids  ?    Solids  ? 

4.  In  what  particulars  is  a  gasoline  engine  different  from 

a  steam  engine? 

III.  The  balloon,  the  airship,  the  aeroplane. 

1.  How  does  each  work? 

2.  What  were  the  problems  connected  with  the  develop- 

ment of  each? 

3.  For  what  is  each  especially  fitted? 

4.  How  can  an  airman  tell  how  high  in  the  air  he  is? — 

The  barometer. 

5.  What  questions  are  yet  unsolved  in   connection  with 

each? 

IV.  Divers  (and  Submarines). 

I.  How  are  they  able  to  go  down  below  the  surface  of  the 
water  ? 


Ii8       Curriculum  of  Horace  Mann  Elementary  School 

2.  How  do  they  get  air  when  under  water? 

3.  How  far  down  can  they  go? 

4.  What  do  they  do  when  they  want  to  come  up? 

5.  How  can  they  tell  where  it  is  safe  to  come  up? 

6.  Of  what  use  are  they? 

7.  What  is  a  diving  bell?     What  is  it  used  for?     How 

were  the  Hudson  and  East  River  tunnels  made? 

V.     How  are  musical  tones  produced? 

VI.     Electric  lamps,  electric  heating  devices,  wireless  telegraph. 

1.  How  do  electric  wires  light  lamps? 

a.  How  does  the  current  flow? 

b.  What  are  the  different  kinds  of  lamps? 

c.  What  is  meant  by  Volts?    Amperes?    Watts? 

2.  How  does  an  electric  wire  heat? 

3.  How  does  the  wireless  telegraph  work? 

Vn.     Astronomy. 

1.  What  is  the  sun? 

2.  How  does  the  moon  differ  from  the  sun? 

3.  How  is  it  that  the  moon  aft'ects  the  tides? 

4.  What  is  the  difference  between  a  star  and  a  planet? 

5.  What  are  shooting  stars? 

6.  WTiy  do  we  see  more  shooting  stars  at  certain  seasons 

than  at  others? 

7.  Where  did  those  meteorites  that  are  in  the  Aluseum  of 

Natural  History  come  from? 

8.  Are  we  likely  to  be  killed  by  meteors? 

Vni.  What  are  earthquakes? 

1.  What  causes  them? 

2.  Why  do  they  occur  in  some  places  and  not  in  others  ? 

3.  Wliat  happens  if  they  occur  in  the  sea? 

IX.     Why  is  fresh  air  so  necessary  to  our  health? 

1.  Why  is  exercise  in  the  open  air  so  valuable? 

2.  Why  is  oxygen  important  to  the  blood?     To  the  di- 

gestion ? 

3.  How  does  oxygen  keep  us  warm? 

4.  How  can  we  keep  the  air  in  our  rooms  fresh? 


Nature-Study  119 

X.     Our  eyes  and  their  care. 

1.  How  do  we  see? 

2.  Why  are  eyes  of  different  colors? 

3.  Why  is  the  pupil  of  the  eye  larger  in  a  dim  light  and 

smaller  in  a  bright  light?    How  is  it  that  a  cat  can  see 
in  the  dark? 

4.  How  should  we  care  for  the  eyes? 

References  : 
Inventors  at  Work.     George   lies.     Doubleday,  Page  and  Company. 
An  Air  Line  over  Germany.     World's   Work,  November,    1912. 
Harper's  Electricity  Book  for  Boys.     Joseph  H.  Adams.     Harper  and 

Brothers. 
Electricity    for    Young    People.      Tudor    Jenks.      Frederick    A.    Stokes 

Company. 
Electricity  and   Its  Everyday   Uses.     John  F.   Woodhull.      (The  Chil- 
dren's Library  of  Work  and  Play.)     Doubleday,  Page  and  Company. 
Boy's  Book  of  New  Inventions.     H.  E.  Maule.     Doubleday,  Page  and 

Company. 
Nature's  Miracles.    Elisha  Gray.    3  vols.    Fords,  Howard  and  Hulbert, 

New   York. 
The  Children's  Book  of  Stars.     G.  E.  Mitton.     Adam  &  Chas.  Black, 

London. 
Monthly  Magazines : 

Popular  Electricity. 

Popular  Mechanics. 

The  Mechanical  World. 

Sources : 
Town   and    City.      Frances    Gulick  Jewett.      (Gulick  Hygiene    Series.) 

Ginn  and  Company. 
The   Deepest   Siphon   Tunnel    in   the    World.     Robert   K.   Tomlin,   Jr. 

Scribner's  Monthly,   May,    1912. 
Book  of  Knowledge.     The   Grolier   Society,  New   York. 
General   Science.     Bertha  M.   Clark.     American  Book  Company. 
General  Science.     Percy  Rowell.     The  Macmillan  Company. 
Boy's    Book   of   Inventions.      R.    S.    Baker.     Doubleday    and    McClure 

Company. 
Story  of  Great  Inventions.     E.  E.  Burns.     Harper  and   Brothers. 
Stories  of  Useful  Inventions.     S.  E.  Forman.     The  Century  Company. 


INDUSTRIAL  ARTS 

The  purpose  of  the  work  in  industrial  arts  is  to  give  the 
pupils  a  background  of  knowledge  and  experience  which  will 
enable  them  to  appreciate  the  industrial  aspects  of  modern  civiliz- 
ation. Just  as  the  work  in  geography,  history,  or  arithmetic 
aims  to  put  the  child  in  touch  with  those  aspects  of  his  environ- 
ment, so  this  work  in  industrial  arts  is  an  attempt  to  bring  the 
child  into  sympathetic  and  intelligent  relationship  with  the  world 
of  industry  in  which  he  lives. 

Knowledge  and  appreciation  in  this  field,  is  gained  through 
actual  constructive  work,  explanations,  discussions,  demonstra- 
tions, and  excursions.  It  is  believed  that  the  knowledge  and 
appreciation  which  is  most  vital  to  the  child,  and  which  interests 
and  appeals  to  him  most,  is  gained  through  the  constructive 
work,  so  in  all  the  grades  more  time  is  given  to  this  phase  than 
to  any  other.  This  is  particularly  true  of  the  work  in  the  early 
grades.  The  work  is  organized  so  as  to  afford  the  pupils 
manipulative  work  in  practically  all  the  materials  used  in  modern 
society  to  meet  the  primal  needs  of  man.  The  industrial  content 
consists,  for  the  most  part,  of  facts  relative  to  the  materials 
used,  their  sources  and  preparation,  the  simple  technical  pro- 
cesses by  which  these  materials  are  transformed  into  useful  pro- 
ducts, and  the. study  of  the  workers  as  productive  individuals 
in  the  community.  Thus  an  industrial  attitude  or  viewpoint  is 
developed,  resulting  in  an  appreciation  of  an  interest  in  the 
world's  work. 

The  pupils  are  led  to  recognize  and  think  of  the  things  which 
serve  their  needs — food,  shelter,  and  clothing — as  the  products 
of  industr}-,  the  materials  of  which  they  are  made  as  the  materials 
of  industry,  and  the  workers  who  devote  their  time  to  con- 
structing these  things  as  large  contributors  to  human  welfare. 
It  is  a  new  viewpoint  for  the  child  when  he  realizes  that  clay, 
for  example,  which  he  has  known  as  a  play  material,  has  a  real 
use  and  value  in  the  life  w^orld ;  that  the  making  of  things  with 

1 20 


Industrial  Arts  121 

it  occupies  a  great  many  people  every  day,  with  the  result  that 
he  has  dishes  from  which  to  eat  his  food,  ornaments  with  which 
to  beautify  his  home,  and  a  brick  house  to  live  in. 

Aside  from  the  general  information  gained  relative  to  the 
materials  of  industr}%  the  work  of  the  artisans,  and  skill  in 
processes  of  manipulation,  appreciation  and  love  of  the  beautiful 
are  also  gained,  thus  functioning  directly  in  the  development  of 
good  taste  and  ability  to  choose  wisely  the  industrial  products 
which  are  required  in  our  homes  in  meeting  our  daily  needs. 

The  general  purpose  of  the  course  in  industrial  arts  may  be 
summarized  under  the  three  following  heads : 

1.  To  develop  appreciation  leading  to  the  intelligent  selection 
and  use  of  the  various  industrial  products  which  are  funda- 
mental to  the  primal  needs  of  man. 

2.  To  acquire  sufficient  skill  in  the  various  industrial  pro- 
cesses to  construct  a  project  pleasing  to  the  pupil,  and  illustra- 
tive of  the  industry. 

3.  To  develop  an  appreciation  and  understanding  of  the 
social  and  economic  setting  of  industry  in  society,  and  also  an 
intelligent  basis  for  the  further  study  of  industrial  problems. 

The  aims  thus  set  forth  are  realized  through  a  study  of  the 
following  industries :  clay,  concrete,  textile,  wood,  paper, 
printing,  and  metal.  Aside  from  the  work  given  to  clarify  ideas 
relative  to  these  industries,  opportunity  is  provided  for  free 
manipulative  work  from  the  standpoint  of  expression.  Under 
this  phase  of  the  course  are  grouped  the  holiday  and  illustrative 
work  of  the  lower  grades,  and  the  after-school  shop  work  of  the 
Sixth  and  Seventh  grades. 

The  construction  of  projects  in  the  various  materials  enumer- 
ated forms  a  basis  for  the  acquisition  of  skill  in  manipulation, 
and  for  the  development  of  industrial  concepts.  Owing  to  the 
varying  local  and  individual  interests,  there  is  some  diversity 
of  projects  from  year  to  year,  but  the  basic  principles  for 
selecting  these  projects  remain  the  same : 

1.  Projects  must  be  of  real  and  vital  interest  to  the  child, 
and  present  a  problematic  situation  which  he  can  solve. 

2.  Projects  must  be  so  selected  as  to  permit  of  systematic 
development  and  successful  achievement  of  the  manipulative 
processes. 


122       Curriculum   of  Horace  Man)i  Elementary  School 

3.  Projects  must,  so  far  as  possible,  illustrate  or  typify 
modern  industrial  processes. 

4.  Projects  must  be  so  selected  as  to  allow  some  opportunity 
for  individuality  in  structural  or  decorative  design. 

The  relation  of  the  industrial  work  to  the  study  of  New  York 
City  is  set  forth  graphically  in  the  chart  under  the  geography 
course.  The  general  method  of  procedure  is  to  study  first  the  in- 
dustries in  their  broad  relation  to  human  life.  With  this  as  a 
background  the  local  setting  of  the  industry  is  then  studied  in 
detail,  developing  such  topics  as  the  extent  and  local  importance 
of  the  industry,  the  conditions  under  w^hich  the  industry  is  pur- 
sued, and  the  general  personal  and  community  problems  resulting 
from  mal-adjustments  of  the  industry  to  the  welfare  of  the 
worker. 


GRADES  I,  II,  III,  IV,  AND  V 

The  boys  and  girls  work  together  in  the  first  five  grades,  and 
follow  practically  the  same  course  throughout.  In  the  First  and 
Second  grades  the  work,  with  the  exception  of  that  in  wood,  is 
done  in  the  class  room.  IMuch  of  the  work  is  planned  in  con- 
ference with  the  grade  teacher,  because  of  the  close  relation 
which  exists  between  it  and  the  other  lines  of  school  work.  All 
the  work  is  supervised  by  the  special  teacher,  and  at  least  one 
lesson  a  week  in  each  grade  is  taught  by  her.  The  grade 
teacher,  with  the  help  of  the  industrial  art  assistant,  takes  charge 
of  the  other  two  lessons.  In  the  Third,  Fourth,  and  Fifth  grades, 
all  the  work  is  done  in  the  hand-work  room  and  is  taught  by 
the  special  teacher.  In  all  the  grades  the  work  in  fine  and 
industrial  arts  is  \ery  closely  related,  as  many  of  the  projects 
are  designed  in  the  former  and  carried  out  in  the  latter. 
Ninety  minutes  a  week  in  thirty-minute  periods  are  given  to  the 
subject  during  the  first  and  second  years,  and  eighty  minutes 
a  week  in  forty-minute  periods  during  the  third,  fourth,  and 
fifth  years. 

The  work  develops  from  a  consideration  of  the  common  needs 
of  the  individual  for  food,  clothing,  and  shelter,  and  involves  a 


Industrial  Arts  123 

study  of  the  clay,  concrete,  paper,  wood,  textiles,  and  food 
industries  as  the  means  whereby  these  necessities  of  life  are 
supplied.  The  study  of  an  industry  consists  of  the  purely  inform- 
ational work  and  the  manipulative  work.  Both  are  represented 
in  each  grade  (this  is  not  true  of  every  industr)%  at  present,  but 
will  be  in  the  course  of  time),  the  former  occupying  compara- 
tively little  of  the  time  in  the  First  Grade,  and  increasing 
gradually  in  proportion  as  the  grades  advance.  The  children 
are  very  much  interested  in  the  purely  informational  side,  when 
it  is  presented  to  them  simply  and  clearly.  They  are  especially 
interested  when  pictures  can  be  secured,  or  visits  made,  to 
clarify  their  ideas.  Many  of  the  children  have  traveled,  and 
have  visited  factories  of  various  kinds  in  different  places,  so  that 
they  are  frequently  able  to  add  to  the  pleasure  and  interest  of  the 
class  by  telling  of  their  experiences.  The  children's  chief  interest, 
however,  is  in  the  doing  and  in  the  object  they  are  making  as  an 
end  in  itself.  No  special  division  of  time  for  the  two  parts  of 
the  work  is  made,  as  is  the  case  in  the  upper  grades.  From  time 
to  time  a  whole  or  part  of  a  period  is  used  for  discussion,  or  the 
oral  or  written  reproduction  of  a  subject  which  has  been  dis- 
cussed. Some  of  this  reproduction  w^ork  forms  a  part  of  the 
work  in  English. 

In  the  First  Grade  the  special  object  is  to  establish  a  point  of 
view  or  general  industrial  attitude  toward  the  everyday  things 
the  children  have,  rather  than  to  accumulate  any  amount  of 
knowledge  or  to  develop  technique.  The  children  are  introduced 
to  various  industries  and  industrial  materials,  and  learn  a  few 
simple  facts  about  them,  for  example,  as  to  sources — that  cotton 
comes  from  a  plant  and  wool  from  sheep.  The  work  is,  of 
course,  closely  related  to  the  lives  and  experiences  of  the  children. 

In  the  Second  Grade,  some  of  the  primitive  aspects  are  con- 
sidered through  the  study  of  Indian  life,  while  from  the  Third 
Grade  on  the  work  develops  more  definitely  along  industrial 
lines. 

For  the  sake  of  being  able  to  follow  more  readily  the  study  of 
a  specific  material  through  a  series  of  grades,  the  work  with  clay 
may  be  described  as  follows. 


124       Curriculum  of  Horace  Mann  Elementary  School 

The  following  story,  made  by  the  First  Grade  children,  will 
serve  to  show  the  beginnings. 

Clay  is  a  sticky  kind  of  dirt. 
Clay  is  different  colors. 

Miss  Weiser  showed  us  a  block  of  colored  clay. 
The  colors  were  red,  white,  gray,  yellow,  and  brown. 
Some  Indians  dug  this  clay  out  of  a  clay  bank,  and  made  it  into  a  cube. 
Clay  must  be  wet  before  it  is  used. 

We  use  many  things   made   of   clay, — china   dishes,   china   ornaments, 
bricks,   and  flower-pots. 
Many  people  work  in  factories  every  day  to  make  these  things  of  clay. 
Things  made  of  clay  must  be  baked  before  they  can  be  used. 
We  saw  the  oven  where  our  clay  things  are  baked. 

In  the  Second  Grade,  the  study  of  clay  as  a  material  is  carried 
a  little  further,  and  the  children  learn  what  has  been  done  to 
prepare  the  clay  for  use  before  it  comes  to  them,  and  see  pictures 
of  the  machines  used.  They  also  take  some  lumps  of  dry  clay 
and  make  it  ready  for  use  by  going  through  similar  operations 
by  hand.  They  visit  the  kiln  and  learn  more  about  it.  They 
make  a  tile  and  learn  the  use  of  a  w'ooden  mold  in  shaping  wet 
clay,  also  how  dry  clay  is  used  to  make  the  small  floor  tiles  with 
which  all  New  York  children  are  very  familiar.  A  study  of 
Indian  pottery  is  made,  and  the  method  of  coiling  tried.  Clay 
as  a  building  material  is  then  introduced  in  the  making  of  the 
pueblo. 

In  the  Third  Grade,  the  study  of  this  material  is  continued. 
It  is  learned  that  clay  is  a  kind  of  soil  made  by  the  decomposition 
of  particular  rocks,  and  that  there  are  different  grades  of  clay 
which  have  various  uses.  The  children  tell  of  their  experiences 
in  finding  and  identifying  clay  in  the  country  and  elsewhere. 
They  make  a  flower-pot,  and  afterward  see  one  shaped  on  the 
potter's  wheel. 

The  use  of  clay  in  buildings  is  further  developed.  This  leads 
to  a  study  of  the  brick-making  industr}',  taking  up  the  various 
processes,  the  machinery  used,  and  ending  with  a  brief  historical 
sketch  and  survey  of  the  industry  as  it  exists  in  this  country  at 
present,  and  especially  in  New  York  State  and  in  the  Hudson 
River  \''alley.  \\'hile  making  this  study,  they  construct  bricks 
in  molds  and  build  the  walls  of  a  small  brick  house  (see  illustra- 
tion) using  tiles  of  their  own  to  build  a  fireplace. 


J  lid  list  rial   .Irts  125 

In  the  Fourth  Grade,  the  composition  of  clay  is  considered, 
and  the  subject  of  kilns,  their  firing,  stacking,  and  temperature 
cones  is  referred  to.  Some  modern  ways  of  making  dishes — 
jollying  or  jigging,  and  pressing — as  well  as  firing,  decorating, 
and  glazing  are  studied.  A  plate  is  made  to  illustrate  some  of 
these  processes.  The  terra  cotta  industry  is  also  taken  up,  and 
some  artificial  stone  is  made  for  the  brick  house. 

In  the  Fifth  Grade,  the  children  make  more  artistic  pieces  of 
pottery.  In  this  connection  they  learn  about  the  composition  and 
mixing  of  glazes,  the  tests  of  colors,  the  action  of  fire  on  glazes, 
the  processes  of  shaping  in  plaster  molds  by  lining  the  mold  and 
pouring,  and  how  a  plaster  mold  is  constructed.  On  the  informa- 
tional side  they  gather  a  few  important  facts  about  the  history 
of  pottery  making,  the  industry  as  it  exists  to-day,  the  number 
and  location  of  the  principal  factories,  the  capital  invested,  and 
the  conditions  under  which  the  laborers  work.  The  children  also 
become  acquainted  with  the  values  and  characteristics  of  typical 
American  and  European  wares.  Glass  making  as  a  closely 
related  industry  is  briefly  considered. 

The  following  is  a  more  detailed  outline  of  all  the  work  of 
each  grade. 


GRADE  I 

Industries  :    Clay,  Paper,  Textiles,  and  Wood 
Clay. 

Source,  uses,  and  main  characteristics. 

Processes  involved  in  making  things  of  clay,  as  shaping,  drying, 
firing   f visit  kiln),  and  glazing. 

Manipulative  Work :  Toy  dishes  and  ornaments  for  doll 
house,  marbles,  paper  weights,  and  trays,  involving  the  opera- 
tions of  rolling  and  rubbing  to  prepare  the  clay,  and  tapping 
and  pressing  to  shape  it.  ]\Iost  of  the  things  made  in  this 
grade  are  shaped  from  one  piece  of  clay.  Each  article  is  the 
result  of  one  lesson's  work,  though  the  children  may  try 
several  times  on  the  same  thing.  No  tools  are  used.  The 
paper  weights  and  trays  are  sometimes  decorated  by  pressing 


126       Cnrriculuin   of  Horace  Mann   Elementary  School 

pumpkin  seeds  into  the  clay,  while  it  is  soft,  to  form  patterns, 
the  latter  having  been  made  beforehand  in  the  art  class. 
After  this  the  objects  are  glazed  by  the  children  of  the 
Fourth  and  Fifth  grades  according  to  the  colors  chosen  by 
the  makers.  Plasticine  is  used  for  modeling  the  orange  or 
grape  fruit,  lemon,  and  tangerine.  This  precedes  the  cutting 
and  draw  ingf  of  the  same  in  the  art  work. 


I'uUcry.      Grades    1    lu    \'. 
Paper. 

Uses.     Of   what   made. 

Alanipulative  Work  :     Papering  doll  house  and  making  simple 

booklets   and   ornaments   for  the   Christmas   tree,   involving 

folding,  cutting,  and  pa-ting. 

Textiles. 

Uses  and  sources  of  wool,  silk,  cotton,  and  linen. 
Identification    of    wf)o]    and    silk :     Children   cannot    tell    linen 

and  cotton  apart,  bin  can  di-tinguish  both  from  wool  and  silk. 
Main    |)rocesscs :      Twisting    intn    tlircad.    weaving,    knitting, 

making  clothing,  cutting  ])attern,  sewing  (  liand  and  macliine), 

fitting. 


J)idiistrial   .his  127 

Manipulative  Work :    Curtains,  rugs,  etc.,  for  doll  house,  ham- 
mock for  doll,  and  reed  work  basket  with  wooden  bottom. 

IVood. 

Uses  and  source. 

Main  processes  in  wood  construction  :  sawing,  planing,  nailing, 

and  staining. 
Principal  tools  :  saw,  ])lanc,  hammer,  etc. 
Manipulative  Work:     Loom  frame,  hammock  stand,  and  doll 

furniture,   involving  measuring  and  nailing.     Some  of  the 

measuring  is  done  as  a  part  of  the  arithmetic  work. 
Illustrative  Work,     (jroup  projects: 

Farm  scene.     Eskimo  village.     Different  stories,  or  scenes 
from  stories. 
Busy  Work  :     Knitting  on  toy  knitters,  weaving  mats  and  other 

articles  on  cardboard  looms    (circular),  and  making  horse 

reins  of  cord. 
Modeling  in  clay  and  plasticine. 


GRADE  II 

Industries:    Clay^  Paper,  Textiles  and  Wood 
Clay. 

Review  of  work  of  First  Grade. 

]\Iain  processes  in  preparing  clay  for  use :  digging,  grinding, 

sifting,    mixing    with    water,    and    pressing.      lectures    of 

machinery  used. 
\^isit  to  our  kiln :    Of  what  materials  made,  fuel  used,  general 

principles  of  operation,  time  required  for  firing  our  clay. 
Use  of  molds  in  shaping  clay. 
Tile  making  industry.    Use  of  dry  clay. 
Indian  pottery.    Building  by  coiling. 
Manipulative  AVork :     Fern  dishes,  tiles   (in  wooden  molds), 

bowls  (Indian),  Jack-o-lanterns,  snowmen,  and  Indian  beads, 

involving  same  operations  as  in  First  Grade,  with  kneading 

clay,  filling  a  mold,  and  slip  painting  (design  on  tile)  added. 
Model  apple  and  pear  in  round.    Draw  same  in  group  (on 

clav  tile)   and  model  very  slightly. 


128       Curriculnni   of  Horace   Maiiu   Elementary  School 

Textiles. 

Primitive  cloth,  skins  and  l)ark.  patterns  ])ainted  on. 

Our  printed  cloths  ;  kinds. 

Needles;  primitive  and  modern. 

Use  of   skins   in   our   clothing:   shoes,   gloves,   furs,   and   hats 

(felt). 
Knitted  goods:     Indian  k^om.  -huttle.  war]),  woof. 


Wood    Work,      tirades   I    and    II. 


^Manipulative  Work:  Indian  suit-  ( jirint  cloth),  book-mark, 
shoe-bag  and  Indian  rug  or  blanket,  involving  sewing,  plain 
and  very  simple  pattern  weaving  and  crocheting. 

IV  0  Oil. 

Different  kinds  of  wood. 

Names  of  some  common  woods. 

i\Iain  processes  in  himl)ering.  felling,  sawing  into  ])lanks; 
lumber  yards. 

Manipulative  Work:  Mows  and  arrows,  ring-toss  game,  bean- 
bag  board,  and  tile  molds,  involving  measuring,  squaring, 
sawing,  boring,  nailing,  and  gluing. 

Tools:  Try-S(|uare.  back  saw,  mitre  box,  hammer  and  brace 
and  bit. 

Illustrati\e  Work,  (irou])  i)rojects:  Indian  \illage.  Robinson 
Crusoe.     Pueblo.     Theatre. 

Busy  Work : 

Cross-stitch  mat,  reed  basket   (wooden  Ijottom).  rugs,  and 
crocheting. 


Industrial   .Irts 

GRADK   III 
Industries:     Clav,  I'ai'kk.  Ti£xtiles  and  Wood 


129 


Clay. 


More  detailed  study  of  clay  as  a  material. 

Soil  and  its  formation,  rocks  which  produce  clay — feldspar. 
Diiterent  grades  of  clay — kaolin.  Characteristic  differences 
between  clay  and  other  kinds  of  soil.  Experiences  in  finding 
and  identifying  clay,  both  wet  and  dry.  Stories  about  dis- 
covery of  use  of  clav.     "  Grandma  Kaolin  "  storv. 


Bungalow.      Grades    111,    IV.    and    V. 
Brick    Work— Grade    III. 
Terra   Gotta— Grade   IV. 
Concrete  and   Plastering— Grade  V. 
Framework— Grades  III.  IV,  and  V. 

Potter's  wheel  as  a  method  of  shaping  clay.  Demonstration  of 
the  making  of  a  flower-pot  on  wheel. 

Clay  as  a  building  material.  Brick  making:  processes, 
machines,  a  typical  brickyard,  and  its  clay  banks.  T'.rick  in- 
dustry in  this  country  as  to  cost  and  kinds  and  ciuantities  of 


130        Curricnlum    of  Horace   Maim    FJciuriitary   School 

bricks   produced.      The   Hudson   \'alley   as   a  brick-making 

center;  the  state  which  leads  in  this  industry. 
Brief   historical    sketch   of   brick   making.      The    story    of   the 

Children  of  Israel.      Primitive  brick  making. 
Brick   laying:   how   bricks   are  placed   in   a   wall,   mortar  and 

tools  used.    The  use  of  bricks  for  paving. 
New  York  City  as  a  market  for  bricks.    Brick  houses  having  an 

iron    structure.      Watch    some    building    being    built.      The 

Building  Department  of  Xew  York  City ;  some  of  its  simple 

requirements  for  safety. 


Hui 


liiK-rior    \'ieu. 


Manipulative  Work:  Flower-pots  and  saucers,  bricks  and  tiles 
for  the  bungalow,  and  art  tiles.  The  following  operations  are 
added  in  this  grade :  working  to  a  given  height,  hammering 
a  layer  of  clay  to  a  given  thickness,  the  use  of  the  tool  in 
cutting  clay,  glazing  the-  firei)lace  tiles,  tracing  designs  on 
art  tiles,  and  painting  either  the  design  or  the  background 
with  colored  slip. 


Industrial  Arts 


131 


Laying  brick  walls  and  tile  fireplace  in  bungalow.  (The  art 
tiles  are  glazed  with  a  colorless  glaze  by  children  of  the 
Fourth  or  Fifth  grades.) 

Art  modeling.  Rosette  or  flower  form  in  relief,  with  simple 
modeling  of  petals.  This  requires  more  than  one  lesson  and 
involves  a  new  use  of  the  tool  in  removing  the  background. 
This  work  follows  the  drawing  of  flowers  in  the  art  class. 

Paper. 

Alaking   of  box    with    fitted   cover   at   Christmas   time,   simple 
booklets  for  mounting  iiictures,  and  similar  articles. 


Study  in  Cloth  Design — Plaids.     Grade  II  f. 

Textiles.     Animal  fibres ;  wool  and  silk. 
Wool. 

Sheep  and  other  wool-bearing  animals. 

Wool  as  a  fibre,  processes  of  preparation,  shearing,  washing, 
carding,    spinning,      ^vlachines    used.      Demonstration    of 
carding  by  hand,  and  spinning  on  wheel. 
Sheep-raising    countries ;    sheep    raising    in    United    States. 
Xtry  brief  historical  sketch.     Bible  references.     Story  of 
Jason  and  Golden  Fleece  from  "  Tanglewood  Tales." 
Manufacture  of  woolen  goods  in  the  United  States. 
Silk. 
The  silk  worm. 
The  silk  thread ;  processes  of  preparation,  machines  used. 


1^2       CitrriciiliDn   of  Horace  Mann  Elementary  School 

Silk-producing  countries. 

Stories  of  the  origin  of  silk.     Brief  historical  sketch.     Silk 

manufacture  in  the  United  States. 
New  York  City  as  a  market  for  silk  and  woolen  goods. 
Cloth  weaving  and  the  continuous  warp  loom. 
The  selvedge  ;  color  designs.   Mixed,  striped,  and  plaid  cloths. 
Manipulative  Work: 

Shear,  wash,  card  and  spin  wool  by  hand. 

Weave  strip  of  cloth  on  continuous  warp  loom  and  make 

into  bag  or  scarf. 
!Make  needle-case  of  canvas  embroidered  in  cross-stitch  and 

backstitch  (lettering),  or  card-case  of  linen. 

Wood. 

Saws,  sawmills ;  visit  carpenter  shop  at  Teachers  College. 
Manipulative  Work :    Assist  in  cutting  and  laying  the  Rooring, 

and  cutting  shingles  for  bungalow, 
^lake  brick  molds,  and  continuous   warp  looms. 
Busy  Work : 

Cross-stitch,  weaving,  crocheting. 

A  play  store  or  market   made  of   wooden  box.     A  circus 
wagon. 

The  following  is  a  typical  paper  written  by  one  of  the  i^upils 
in  connection  with  the  work  of  this  grade. 

Processes  in  Brick  Making 

Have  you  ever  wondered  where  the  bricks  in  your  liousc  come  from? 
They  have  a  long  story.  First  they  were  nothing  but  clay  in  clay  banks. 
At  last  it  was  taken  in  carts  to  the  brick  factory.  The  clay  had  to  be 
cleaned,  of  course,  but  the  main  processes  in  making  are  shaping  or 
molding,  drying  and  firing.  You  can  make  bricks  by  hand  or  machinery, 
but  they  have  to  go  through  these  three  processes. 


GRADE  IV 

Indi:.strii-:s:     Cl.\y,  Textilks,  and  \\'ood 
Clay. 

Pottery   industry  ;   the   making  of   china   dishes.      Clays   used, 
composition  of  kaolin  clay  as  a  mixture  of  materials.     Pot- 


liuiiistriat  Arts  133 

ters'  secret  factory  processes  in  making  china  dishes, 
methods  of  decoration,  glazing,  and  firing.  Kilns.  Special 
study  of  our  kiln ;  its  structure  and  operation ;  telling 
temperature  by  cones ;  what  happens  to  clay  under  fire. 
Biscuit  firing,  glaze  firing,  stacking  and  temperature  for 
each. 

Building  uses  of  clay.  Stones  commonly  used  for  building. 
Quarrying.  Clay  as  a  substitute  for  stone ;  appearance, 
strength,  fire  tests.  The  terra  cotta  industry.  Hollow  tile; 
its  manufacture  and  use. 

Manipulative  \\'ork : 

Plates   and  terra  cotta  pieces   for  bungalow.     The   former 

involves  the  use  of  a  plaster  mold. 
Art  modeling.     \'egetable  forms  in  round,  and  built  up  half 
round  on  tiles. 

Textiles. 

Detailed  study  of  two  principal  vegetable  fibres  (cotton  and 
linen )  as  to  growth,  processes  of  preparation  for  use  and 
machinery  (inventors).  Supply,  New  York  City  as  a  market. 
The  clothing  industry  in  Xew  York  City.  Minor  vegetable 
fibres  and  their  uses.  Simple  woven  designs ;  diagonal  and 
figured  cloth.  Foot  looms,  power  looms.  Names  and 
prices  of  principal  kinds  of  cotton  and  linen  cloth. 

Rug  and  carpet  weaving. 

Knitted  goods. 

^Manipulative  Work : 

Weave  diagonal  and  spot  designs. 
Make  necessary  furnishings  for  toy  apartment. 
Weave  large  rugs  on  hand  looms  and  class  rug  on  foot  loom. 
Weave  sofa  pillow  covers  in  diagonal  and  spot  designs. 
Knitting. 
Wood.  ,  ^==:szzr^ 

Lumbering;  its  processes. 

Structure  of  wood;  fibres,  grain.  .         ... 

Hard  and  soft  woods ;  supply. 

Manufacture  of  furniture  (general)'. 

Sandpapering  and  staining. 

Manipulative  Work : 


134       Ciirriciihim   of  Horace  Maim   Elc»ic)itary  School 


^^^^1^  -ij2^mvr:r-_-7^--y^ 


S^' 


Loum   and    Rugs.      Grade    IV. 


Incitisfrial  .Irfs 


135 


Assist  with  wood  work  for  bungalow  ;  cutting  shingles  and 

shingling  roof. 
IMake  wooden  candlesticks  and  waste-paper  baskets.     Build 

and  furnish  a  toy  apartment. 
Stain  articles  made  bv  lower  grades. 


^te«*.^^_. 


Wood  Work.     Grades  IV  and  V. 


GRADE  V 

Materials:     Clay,  Plaster,  Concrete,  Glass,  Textiles,  and 

Wood 
Clay. 

The  pottery  industry  in  the  United  States;  its  extent,  general 

location,    main    pottery    centers;    workers,    wages,    factory 

conditions. 
Brief    historical    sketch    of    development   of    industry    in    this 

country. 
Some    typical    American    wares.      The    best    known    foreign 

wares.     Story  of  Palissy.     Longfellow's  poem.  "  Ceramos." 

Van  Dyke's  "  A  Handful  of  Clay." 
Oriental   pottery.      Visit    collection   of    Chinese   porcelains   in 

Metropolitan  Aluseum. 
Glazes:  their  composition,  preparation,  and  coloring. 
Shaping  clay  by  lining  plaster  mold  and  by  casting. 


136       CiirriciiliiDi   of  Horace  Maiui   Elcinciitary  School 

Mosaics:  origin,   uses,   setting.     \'isit   Cathedral  of   St.  John 

to  study  mosaics  there. 
Art    niodcHng:    animal    forms    in    the    round,    birds    on    tiles, 

slightly  modeled. 

Plaster  of  Paris. 
What   it   is. 
Its  preparation  and  uses  in  making  molds  and  plastering. 

Concrete. 

Its  composition  and  uses. 

IManiimlative  Work : 

Clav:  Make  vases  and  mosaic  tiles  (encaustic),  mix  colored 
clays  for  tiles,  mix  glazes. 

Plaster:     Plaster  walls  of  bungalow;  make  plaster  casts. 

Concrete:  Mix.  set  mosaics,  pour  foundation,  hearth, 
mantelpiece,  and  window  boxes  for  bungalow.  Lay  con- 
crete walk  to  bungalow.  Make  concrete  blocks,  and  build 
with  them.     ]\Iake  fern  dishes. 

Glass. 

Led  up  to  by  glaze. 

Composition,  kinds,  uses,  methods  of  shaping;  colored  glass; 
Tiffany  favrile  glass. 

Te.vtiles. 

Methods  of  finishing  cloths. 

^lercerized  cotton ;  artificial  silk. 

Cloths  of  mixed  materials.     Substitutes. 

Methods  of  identifying  wool,  silk,  cotton,  and  linen  in  cloth. 

Dves  ;  kinds.     Experiments  with  four  textile  fibres. 

^Manipulative  Work: 

Make  some  simple  tests  for  four  textiles. 

Dye   samples,   and    also    some   of   materials    used   in   lower 
grades. 

Wood. 

Different  cuts  of  wood.    Wood  as  a  building  material.     House 

framing. 
Edge  planing.     Planes  and  similar  tools. 
Carving  as  a  means  of  decorating  wood. 


I  lid  list  rial  Arts 


137 


Manipulative    Work : 

Assist  with  wood  work  lor  bungalow,  making  sill,  plate,  and 

roof ;  also  molds  for  concrete  work. 
Make  necktie  or  hair  ribbon  racks,  picture  frames,  and  book 

racks.     Decorate  with  simple  grooving  or  carving. 
Build  frame  house  (group  or  individual  project^ 


House    Framing.      Grade   V. 

The  following  is  a  typical  paper  written  by  a  pupil  of  this 
grade. 

Vase  Making 

In  factories  vases  are  often  made  in  this  manner.  A  piece  of  clay  is 
placed  on  a  table,  and  a  boy  hammers  it  out  to  the  desired  thickness. 
Then  he  hands  the  laj^er  of  clay  to  a  man  nearby,  who  has  a  mold  made 
of  plaster  of  Paris,  which  is  sometimes  in  three  or  four  pieces  or  even 
more.  The  man  lines  each  piece  of  the  mold  with  clay,  and  then  fastens 
the  pieces  together.  He  rubs  the  seams  gently  with  slip  to  make  the 
clay  stick  together.  Then  he  hands  it  to  a  boy  who  carries  it  to  a  shelf 
to   dry. 

After  it  is  dry.  the  mold  is  taken  apart  and  the  vase  comes  out.  ^I;iny 
other  things  besides  vases  are  made  in  this  way;  pitchers,  bowls,  bath- 
tubs, etc. 


138       Cnrricithim   of  Horace  Majui   Hloiioitary  School 

GRADES  VI  AND  VII 

Beginning  with  the  Sixth  Grade,  and  continuing  through  the 
Seventh,  the  boys  and  girls  pursue  their  work  separately,  the 
boys  working  in  the  sho]).  and  the  girls  devoting  their  time  to 
sewing  and  cooking.  For  a  detailed  statement  pertaining  to  the 
girls"  work  see  Household  Arts.  With  the  general  industrial 
intelligence  gained  in  the  first  five  grades,  it  is  possible  to  give 
detailed  consideration  to  the  more  specific  phases  of  industrial 
life  in  modern  society.  For  the  purpose  of  analysis,  the  indus- 
trial work  in  these  grades  falls  under  three  heads :  materials, 
processes,  and  workers.  Or,  more  broadly  stated,  the  first  two — 
materials    and    processes — comprise    the    technical    phases,    arid 


Concrete    WOrk.      (iradc    \'ll. 

that  of  the  workers  comprises  the  social  phases.  The  tech- 
nical phases  arc  realized  through  the  construction  of  various 
projects,  and  through  shop  demonstration,  showing  the  use  of 
various  type  machines.  For  this  manipulative  work  there  is  a 
seventy-five-minute  period  each  week.  The  social  phases  are 
studied  through  lectures  and  discussions,  occurring  once  each 
week  and  occu])ying  a  thirty-minute  period.  For  a  com])lcte 
statement  of  this  phase  of  the  work,  see  the  closing  paragraphs 
of  the  course.  The  industries  studied  in  these  grades  are  lum- 
ber and  its  re-manufacture  into  various  products ;  metals,  includ- 
ing lead.  iron,  and  steel :  concrete,  including  its  decorative  and 
structural  uses;  printing  and  publisliing.  inclufling  morlcrn 
printing  processes  and  bookbinding. 


Industrial  .Irts 


139 


GRADE  VI 

Wood  and  Metal  industries  are  studied  in  this  grade. 

JJ'ood.  Among  the  projects  in  wood  which  have  been  con- 
structed are  simple  shelves,  clock  frames,  simple  i)icture  frames, 
and  necktie  racks.  It  is  in  this  grade  that  technical  processes  in 
wood  are  studied  in  detail.  The  projects  enumerated  are  the 
basis  for  teaching  the  fundamental  processes  of  squaring,  butt 
joining,   boring,   nailing,   screwing,   and  gluing,   and    involve   the 


Metal    Motor   Boati.     Grade    \'I1. 


use  of  the  common  tools  such  as  the  plane,  the  saw,  the  try- 
square,  the  hammer,  the  bit  and  brace,  and  the  gauge  The 
finishing  processes  are  studied  in  detail  and  skill  is  accjuired  in 
sandpapering,  oiling,  rubbing  down,  waxing,  and  shellacing. 
There  is  direct  correlation  with  the  work  in  fine  arts,  as  the 
projects  constructed  in  this  grade  are  first  designed  by  the  pupils 
under  the  direction  of  the  Fine  Arts  Department. 

Mcfal.  r^Ietal  work  in  this  grade  consists  of  a  study  of  foun- 
dry work,  including  the  casting  and  finishing  processes.  A  paper 
weight,   cast   in   lead,   is   used   as   a  basis   for  this   studv.     The 


[40       Ciirrictilniii    of   Horace   Mann    r.lriih'iitary   School 


Industrial  Arts  141 

project  involves  constructing  a  pattern  in  wood  and  also  the 
casting  flask.  The  casting  process  includes  placing  of  pattern, 
tempering  and  tamping  the  sand,  removing  pattern,  pouring  lead, 
filing  and  finishing  with  emery,  and  finally  the  process  of  electro- 
plating. 

GRADE  VII 

Wood,  Metal,  Concrete,  Printing,  and  Publishing,  are 
studied  in  this  grade. 

Wood.  The  study  of  the  wood  industry  occupies  but  a  small 
portion  of  the  time,  but  as  skill  in  this  material  is  essential  to 
the  other  industries  studied,  it  is  here  included.  A  simple  book 
rack  or  shelf  is  used  as  a  basis  for  this  wood  study.  The  same 
processes  as  enumerated  under  the  Sixth  Grade  course  are  here 
studied,  but  greater  emphasis  is  placed  upon  accuracy  and  speed. 

Metal.  The  metal  industries  are  approached  through  the  con- 
struction of  a  motor  boat.  The  boat  is  made  of  sheet  tin  and  soft 
iron.  Upon  its  completion  a  race  is  held  in  the  svvimming  pool. 
The  following  processes  are  involved  in  the  construction  of  the 
boat:  shaping  the  strips  of  soft  iron  into  ribs,  shaping  the  tin, 
punching  holes  in  the  tin  and  soft  iron  and  riveting  the  tin  to  the 
iron  ribs ;  constructing  and  soldering  the  keel  to  the  boat ;  con- 
structing and  mounting  the  rudder  and  propeller;  and  finally 
mounting  the  motor  and  connecting  the  shaft  to  the  propeller. 

As  a  direct  outgrowth  of  this  project,  the  pupils  are  led  to  a 
study  of  the  elemental  physical  laws  involved,  and  also  to  a  study 
of  power  and  its  transmission.  Under  this  phase  of  the  work, 
the  steam  engine,  the  gasoline  engine,  and  electric  motor, 
are  considered.  Models  of  the  various  engines  are  exhibited  and 
studied,  and  excursions  are  made  to  shops  where  such  engines 
are  in  operation.  Under  power  transmission  are  included  such 
devices  as  shafts,  gears,  and  chains. 

Concrete.  The  construction  of  a  concrete  flower-pot  is  used  as 
a  basis  for  the  study  of  this  industry.  This  project  involves  the 
construction  of  a  wooden  mold  with  core,  the  water-proofing  of 
the  mold,  the  study  of  the  appropriate  proportion  of  sand  aggre- 
gate and  cement,  and  methods  of  mixing  and  pouring  this  mix- 
ture, and  lastly  methods  of  curing  and  coloring  the  flower-pot. 


142       Cnrriculum  of  Horace  Mann  Elementary  School 

Printing  and  Publishing.  The  study  of  this  industry  centers 
about  the  problem  of  binding  the  written  accounts  of  the  indus- 
trial work.  Such  processes  as  sewing,  backing,  fastening  cover 
boards,  and  lettering,  are  involved.  A  visit  to  a  publishing  house 
is  also  included  in  this  study. 

RELATED  INDUSTRIAL  MATERIAL:    GRADES  VI 

AND  VII 

In  connection  with  the  actual  project  work,  and  at  the  most 
appropriate  time,  the  following  material  is  presented.  The  method 
of  presentation  varies  with  the  occasion  and  the  nature  of  the 
material,  but  includes  discussions,  illustrated  lectures,  shop  and 
machine  demonstrations,  and  visits  to  factories  and  manufacturing 
establishments. 

Industrial  Life  in  Nezv  York.  This  study  includes  the  number 
and  relative  distribution  of  workers  in  the  five  groups  of  human 
activity;  namely,  industrial,  trade  and  transportation,  domestic 
and  personal  service,  professional,  and  agricultural.  Copies  of 
Chart  I,  which  serves  as  a  basis  for  this  study,  are  placed  in  the 
hands  of  the  pupils.  A  comparative  study  is  made  of  the  relative 
number  in  industry  with  those  in  other  groups  in  New  York 
City,  as  well  as  in  other  American  cities.  For  this  purpose. 
Chart  2  is  used.  With  this  general  background,  a  detailed 
study  is  made  of  the  industries  of  New  York  City,  and  the  pupils 
are  provided  with  Chart  3. 

Wood  Industries.  In  the  first  five  grades  the  pupils  are  given 
a  preliminary  industrial  insight  into  the  wood  industries,  and 
in  the  Sixth  and  Seventh  grades  this  material  is  reviewed  and 
studied  more  intensively  under  the  following  heads :  the  forest 
areas  of  the  United  States ;  methods  of  logging  in  various  parts 
of  the  country ;  the  sawmilling  process,  both  primitive  and 
modern;  the  various  cuts  of  wood;  wood  structure;  wood- 
working tools  and  machinery,  including  circular  and  platform 
saws,  planers,  and  mortising-machines.  In  order  to  realize  the 
local  extent  of  the  wood  industries.  Chart  4  is  used.  Aside 
from  these  technical  phases  of  the  wood  industries  already  enum- 
erated the  social  phases  are  also  considered.  These  include  the 
study  of  industrial  accidents,  diseases  and  their  prevention,  regu- 


Industrial  Arts  143 

lation  of  hours  of  labor  and  conditions  under  which  the  industry 
is  pursued,  and  employers'  liability  acts. 

The  following  outline  is  one  of  the  series  used  in  the  study  of 
the  wood  industries.  A  copy  is  placed  in  the  hands  of  each  pupil, 
and  he  becomes  familiar  with  its  contents  before  the  discussion. 

Wood  Industries  in  New  York  City 
Outline  No.  8 

In  colonial  times  there  were  no  distinct  wood  industries.  Each  man, 
with  the  help  of  his  neighbors,  built  his  own  barn  and  house,  mended 
his  own  tools,  and  repaired  his  own  furniture. 

With  the  invention  of  machinery,  and  the  influx  of  artisans,  wood 
industries  developed  in  the  United  States.  The  first  saw  mill,  operated 
by  generated  power,  was  in  New  England.  Carpenters  and  cabinet 
makers  were  expert  workmen,  and  young  boys,  desiring  to  learn  the 
trade,  would  become  apprenticed  to  these  men  for  six  or  eight  years. 

As  machines  were  perfected,  handwork  became  less  necessary  and  now 
the   average   wood   worker  is   skilled  only  in  tending  a  machine. 

In  New  York,  in  the  majority  of  cases,  the  wood  industry  is  carried 
on  in  lofts  or  deserted  tenements,  and  the  ventilation  is  very  poor, 
causing  the  workers  to  breathe  a  great  deal  of  wood  dust. 

Workers  are  also  in  danger  of  injury  by  touching  circular  and  band 
saws.  All  such  machines  can  be  guarded,  but  very  few  are  guarded  in 
New  York  City.     There  is  also  some  danger  from  fire. 

Children  may  be  employed  to  do  some  of  the  work,  and  in  some  cases, 
children  work  on  toys  and  pictureframes  in  their  homes. 

Directions  for  Pupils 

Study  the  chart  on  Wood  Industries  in  New  York.  Mount  it  in  your 
booklet  with  to-day's  composition. 

Write  about  any  of  the  industries  named  in  the  chart,  or  on  one  of 
these  topics : 

The  dangers  to  which  workers  in  wood  are  exposed. 

What  children  can  do  in  wood-working  mills. 

Metal  Industries.  A  study  is  here  made  of  the  precious  as  well 
as  the  non-precious  metals,  including  the  mining  and  refining  pro- 
cesses. Detailed  study  is  made  of  the  iron  and  steel  industry  of 
to-day,  and  comparisons  are  made  with  the  industry  in  former 
periods  of  its  development.  The  manufacture  of  coke,  pig  iron, 
various  kinds  of  steel,  and  also  casting  and  finishing,  are  in- 
cluded in  this  study.  As  in  the  wood  industry,  the  social  phases 
of  this  industry  are  also  considered,  basing  the  study  upon  such 


144       Curriculum  of  Horace  Mann  Elementary  School 

topics  as,  the  loss  of  life  in  the  pursuit  of  the  inclustrj',  from  both 
direct  and  indirect  causes;  the  measures  being  considered  to 
prevent  this  enormous  loss  of  life ;  the  means  of  caring  for  the 
dependent  families  made  so  through  loss  of  father  or  brother, 
and  the  number  and  condition  of  immigrants  in  the  industry. 
Biographical  studies  of  some  of  the  great  inventors  are  also 
included. 

Concrete.  A  historic  study  is  made  of  the  cement  industries 
showing  the  rapid  growth  of  the  industry  in  recent  years.  The 
composition,  source  of  raw  materials,  and  the  manufacture  of 
cement,  as  well  as  the  mixtures  for  various  purposes,  receive 
consideration  in  this  grade.  The  uses  of  cement,  including  the 
various  structural  and  ornamental  phases  are  here  included.  The 
dangers  to  which  workmen  are  subjected  in  the  cement  process, 
as  well  as  the  prevention  of  these  dangers,  are  considered. 


Industrial  Arts 


145 


HOW  W0RKER5    IN  NEW  yORK  CITJ 

are:  divided  in  occupation. 


IMEN. 


WOMEN. 


MtN 


INDUSTRIAL. 

WOMEN 

132.535 


TOTAL. 
552.129 


DOMESTIC  ond  PERSONAL  SERVICE 

MEN  WOMEN  TOTAL 

Z06.2I5  I  ^6,72  Z        35^.937 


TRADE  onaTRANSPORTATION 

MEN  WOMEN  TOTAL 

405,675  65,313  470,993 


m^AZf^f^mmmmmfm/jcm 


PROFESSIONAL 

MEN  WOMEN  TOTAL 

60.853  22.422         83.275 


AGRICULTURAL 

MEN  WOMEN         TOTAL 

IO,l34  440         10,574 


Chart  I. 


146       Curriculum  of  Horace  Mann  Elementary  School 


Industrial  Arts 


147 


148       Curriculum   of  Horace  Mann  Elementary  School 


COMPARISON  .OF  NUMBER    OF  WORKERS   IN 

INDUSTRIAL  GROUP     WITH    NUMBER    OF 
WORKERS    IN  ALL     GR0UP5.-   FIVE  CITIES. 


MtN     1*1   I 1    MtN   o*   NfVOMtN   IN 


CM  ICAGO 
ALL  WORKERS-  705,382. 


NEW:/0RKC1T}/. 

^LL   WORKERS  1,469,908. 

INDUSTRIAL  WORRE.RS-552. 123. 


PHILADELPHIA 


AiA.   WORKERS  568,923. 

INDUSTRIAL  v^Of^Ktf^&.~ zss,\9l. 


6O5T0N. 


ALL    WORKERS-  251,522. 

INOUSTKIAU    W0R^E«\3-—    a2,020- 


SAN    FKANCISCO 

ALL     WORKERS  I63,a5d. 

INDuSTRiAt     wof\i«,ER»>-     '■51,625  ■ 


Chart  2. 


Ifuiustrial  Arts 


149 


WOOD   /NDUSTmCS   IN  NEW  JQRK  C1T^7~[ 

Carpenters  on«3j'o'iners. 


PiQno  .  Orqan-s   anJek. 
Hou.se  Tnm. 


Furniture  and  UpKolsTer<{ 


ClC^ar  onJ  n^ncvi  Wood -doK&s 


5t-Qre.O<>i'ce  ondKitcKen Fixture! 


Other  Cob  I  net-  V\/ork 
Tobacco  Pipes. 


Cooperoc^e 


rQcKinq  Boxes  c>r>«  Crof-ea  • 


^pphgnces    o^Woo<3' 


rlirrpir     ot«)   Rcforc   P»"amc& 


Ari'ic/es  of  CcrK- 


Cones  onj  Umb  re  Ma    Sticks 


Weed  en  Toy.s 


Caskets. 


Mats  and  Woven  Goods 
5aw   Mill   Prodvjcts  • 


Bro 


oms 


150       Curriculum  of  Horace  Mann  Elementary  School 

CHART   SHOWING  THE  CONSTRUCTIVE  WORK  IIS 


INDUSTRY 

OR 

INDUSTRIAL 

MATERIAL 

grade  I 

grade  II 

grade  hi 

Clay 

Toy     dishes,     paper 
weights,  trays, 
marbles. 

Orange,     grapefruit, 
tangerine,  lemon. 

Fern  dishes,  tiles. 

Indian  bowls,  beads. 

Jack-o-lantem. 

Snow    man,    Indian 
figures.         Apple, 
pear,  pumpkin. 

Bricks  for  house. 
Tiles  for  fireplace. 
Flower  pots,  art  tiles. 
Relief     of     rosette     0 
flower  form. 

Textiles 

Rug,   curtains,   etc., 
for  doll  house  on 
cardboard  looms. 

Doll     hammock     on 
wooden          frame 
loom.    Reed  work 
basket. 

Indian     suit,     head- 
dress and  mocca- 
sins,       shoe-bags, 
bookmark,      mat, 
rugs     for     Indian 
village. 

Print  cloth. 

Indian  basket. 

Indian  loom. 

Wool — wash,  card, 

spin,  etc. 
Penwiper,  needle -book 
Plain,    mixed,    stripec 

and  plaid  cloths. 

Wood 

Looms,     doll    furni- 
ture,      hammock, 
stands,           farm- 
houses,   Eskimo 
sheds,  etc. 

Ring  toss  game, 

beanbag    board. 
Tile  mold. 

Brick  molds. 

Continuous  warp 
looms. 

Framework  of  house- 
cutting  flooring  an 
shingles. 

Paper 

AND 

Printing 

Booklets,  box,  paper 
the  doll  house. 

Booklets. 

Box  with  fitted  covei 
Booklets. 

Concrete 

Metal 

Group 
Projects 

Farm  scene. 
Eskimo  village. 

Indian  village. 
Robinson  Crusoe 
Pueblo. 

Brick  house. 

Industrial  Arts  151 

CONNECTION  WITH  THE  VARIOUS  INDUSTRIES 


GKADE   IV 

GRADE   V 

GRADE   VI 

GRADE    VII 

Terra  cotta  for  house, 
'lates,    paper    weights, 

candlesticks. 
Tomato,  beets,  carrots, 

in  round  and  in  re- 

hef. 

Vases — Mosaics. 
Birds  in  relief,   ani- 
mal in  round. 

tVeave     diagonal     and 

figured    cloths,    sofa 

pillows  or  rug. 
^ugs,  curtains,  pillows, 

etc.,    for    apartment 

furnishings. 
tVeave    class    rug    on 

Colonial  loom. 

Experiments  in  test- 
ing and  dyeing 
wool 
cotton 
silk 
linen. 

^ 

iVaste-paper  basket. 

framework  of  house — 
nailing    floor   boards 
and  shingles. 

Build  and  make  furni- 
ture for  apartment. 

Necktie  or  hair  rib- 
bon rack. 

Book  rack. 

House  framing. 

Molds  for  Mosaics. 

Molds — for    founda- 
tion of  brick  house 
and  hearth. 

Shelf,  clock 
frame,  pic- 
ture frame 
and  necktie 
rack. 

Book  rack, 
shelf,  etc. 

^aper  apartment, 
stencil  and  print 
papers. 

Binding  a 
booklet,  with 
related  work. 

Set  Mosaics. 

Pour  foundation  and 

hearth    for    brick 

house. 
Make  concrete  blocks 

and     build     with 

them. 

Concrete  flower 
pot. 

Foundry  work. 
Casting  lead 
paper  weight. 

Building      metal 
motor  boat. 

Brick  house, 
^.partment. 

Brick  house. 
Frame  house. 

HOUSEHOLD  ARTS 

The  work  in  Industrial  Arts  for  the  first  five  grades  is  pre- 
scribed for  both  boys  and  girls,  but  at  the  beginning  of  the 
Sixth  Grade  a  differentiation  is  made,  the  boys  continuing  in 
the  field  of  industry,  while  the  girls  begin  the  study  of  some  of 
the  more  practical  problems  of  their  subsequent  life-work. 

SIXTH  GRADE 

The  work  of  the  Sixth  Grade  is  an  elementary  course  in  sew- 
ing, together  with  some  study  of  materials  and  a  brief  survey 
of  the  conditrons  underlying  the  garment-making  industries  of 
this  city.  One  hour  each  week  for  the  year  is  the  time  assign- 
ment. 

During  the  year  the  elementary  stitches  are  taught  in  the 
process  of  making  various  articles.  Running,  backstitching, 
overhanding,  hemming,  stocking  darning,  and  simple  embroidery 
are  used  on  such  articles  as  cooking  or  sewing  aprons,  bags, 
traveling  cases,  and  desk-sets.  The  designs  for  the  desk-sets 
are  made  by  the  girls  in  their  art  class,  then  transferred  to  the 
linen  and  embroidered.  Darning  is  first  taught  on  stockinet, 
then  stockings  are  brought  from  home  and  darned  in  the  class. 

Considerable  attention  is  given  to  the  technique  of  sewing, 
for  most  of  the  girls  have  never  worn  a  thimble,  many  have 
never  held  a  needle,  and  none  of  them  can  cut  in  a  straight  line. 
Until  the  proper  use  of  these  tools  becomes  an  unconscious  habit, 
sewing  is  hard  work,  and  not  much  progress  can  be  made  in 
doing  a  piece  of  work  well  and  easily. 

Besides  the  construction  work  in  sewing,  some  knowledge  of 
other  subjects  closely  allied  to  it  is  gained,  e.g.,  a  study  of  the 
materials  used  and  a  feeling  of  responsibility  for  the  good  taste 
displayed  in  choosing  them.  Likewise,  some  practice  in  the  eco- 
nomic buying  and  cutting  of  material  is  gained  as  each  girl  plans, 
cuts,  and  makes  each  article  herself. 

Some  phases  of  the  social  and  industrial  problems  connected 
with  the  work  and  closely  related  to  the  study  of  New  York  City 

152 


Household  Arts  1 53 

are  taken  up,  such  as  the  garment-making  industry,  the  numbet 
of  people  employed  in  it  in  the  city,  conditions  under  which 
they  work,  what  is  being  done  to  improve  these  conditions,  child 
labor  laws,  factory  inspection,  and  the  Consumers'  League. 

The  work  is  made  as  practical  as  possible,  and  we  hope  that 
such  interest  will  be  aroused  that  the  girls  will  desire  a  further 
knowledge  of  the  subject.  This  they  may  get  in  the  High  School, 
where  a  further  study  of  the  subject  is  open  to  them  in  the  Sec- 
ond, Fourth,  and  Fifth  years.  These  courses  include  garment- 
making,  simple  millinery,  dressmaking,  and  embroider)\  They 
give  a  more  comprehensive  idea  of  textile  and  social  problems 
and  the  responsibility  which  rests  on  the  consumer.  They  deal 
more  with  the  cost  of  clothes,  and  the  planning  of  personal  and 
household  allowances. 

SEVENTH  GRADE 

The  work  of  the  Seventh  Grade  is  cooking  and  some  of  its 
allied  problems,  such  as  the  manufacture  of  staple  foodstuffs, 
elements  of  sanitation,  food  inspection,  and  the  pure  food  laws. 
The  time  assignment  is  one  and  a  quarter  hours  each  week. 

A  few  girls  have  helped  at  home  or  watched  the  cook,  but  the 
majority  know  nothing  of  housekeeping,  and  owing  to  the  de- 
velopment of  apartment  hotels  in  the  city  some  have  never  even 
been  in  a  kitchen.  Everything  is  to  be  learned,  the  names  and 
uses  of  utensils,  how  to  light  the  gas  range,  different  methods 
of  cooking  and  cleaning,  and  sometimes  how  to  strike  a  match. 

The  aim  of  the  seventh  year  course  is,  then,  a  practical  one — 
to  give  the  girls  experience  in  household  activities,  skill  in  man- 
ipulation, and  by  actual  cooking  to  teach  them  some  essentials  in 
the  successful  management  of  a  home. 

Of  course  many  of  these  children  may  never  need  to  cook, 
and  for  them  the  value  of  such  practical  w-ork  is  only  secondary. 
Each  one,  however,  is  directly  affected  by  general  living  condi- 
tions, since  health  and  proper  food  are  vital  to  us  all.  An 
attempt  is  made,  therefore,  to  interest  the  children  in  the  food 
conditions  surrounding  us  in  a  great  city,  and  to  make  them 
ready  to  cooperate  intelligently  in  sanitary  regulations. 

In  direct  cooking  lessons  each  child  prepares  the  dish  indi- 
vidually, while  class  discussion  develops  a  study  of  the  food- 


154       Curriculum  of  Horace  Mann  Elementary  School 

stuffs,  their  cost,  production  or  manufacture,  how  affected  by 
heat,  and  in  a  simple  way  their  composition  and  use  in  the  body. 
For  example,  in  the  chop  lesson  a  study  is  made  of  meat.  The 
children  recall  from  their  geography  and  history  how  cattle  are 
raised  on  the  western  ranches  and  speak  of  the  great  Chicago 
packing  houses.  Then  they  make  a  list  of  causes  for  the  cost 
of  beef,  including  the  wages  of  cowboys  and  packers,  transfor- 
mation of  ranches  into  the  more  profitable  farms  in  certain 
states,  control  by  trusts,  unnecessary  number  of  city  markets, 
and  the  expense  of  transportation.  This  latter  point  interests 
them  especially,  as  the  geography  class  studies  the  growth 
of  commercial  centers  and  the  cost  of  freightage  by  boat  and 
railroad.  The  girls  then  draw  diagrams  of  cuts  of  meat,  dis- 
cuss tests  for  good  marketing,  examine  the  structure  of  muscles, 
and  watch  the  albumen  whiten  in  cooking. 

The  pupils  keep  note-books  in  which  they  write  an  original 
summary  of  each  lesson.  These  are  used  in  the  English  class 
as  material  for  written  home  work  and  are  then  reviewed  by  the 
teacher  of  domestic  science.  Insistence  is  made  on  clear,  co- 
herent answers,  and  frequently  the  class  conducts  its  own  re- 
views, criticising  a  recitation  not  only  for  the  facts  presented, 
but  also  for  the  manner  of  presenting  them. 

In  order  that  the  girls  may  intelligently  control  the  helpful 
forces  of  nature,  the  simple  and  most  useful  facts  in  chemistry 
and  physics  are  presented  as  the  need  arises.  They  are  taught 
the  principles  of  expansion  and  contraction  through  the  boiling 
of  water  or  the  freezing  of  ice  cream,  the  action  of  alkalis  in 
cleaning,  the  readiness  of  acids  to  combine  with  metals  as  seen 
on  tarnished  knives,  and  the  formation  of  gas  found  in  various 
leavening  agents. 

No  distinct  cleaning  lesson  is  given  in  the  Seventh  Grade,  but 
naturally  emphasis  falls  on  ideals  of  sanitation,  neatness,  ease 
and  daintiness  in  work,  while  every  girl  is  responsible  for  the 
order  and  cleanliness  of  her  own  utensils. 

Helpfulness  at  home  is  encouraged,  and  school  methods  are 
related  to  home  conditions  as  closely  as  equipment  and  conven- 
ience permit.  The  girls  are  taught  to  rely  on  themselves,  and 
frequently  tell  with  pride  how  they  cooked  some  dish  at  home 
when  "  the  cook  was  out." 


Household  Arts  155 

At  the  end  of  the  school  year,  tlic  class  gives  to  four  or  six 
teachers  a  luncheon  which  is  prepared  during  the  regular  lesson 
period,  and  served  after  school  at  one  o'clock.  The  children 
write  the  invitations,  plan  a  balanced  menu,  make  the  marketing 
list,  and  arrange  the  table  decorations.  Half  the  class  cook  the 
food,  while  the  others  prepare  the  dining  room.  If  the  size  of 
the  class  permits,  each  girl  has  the  coveted  honor  of  serving 
some  dish,  and  after  the  lunch  all  the  children  delightedly  usher 
the  guests  into  the  kitchen  to  show  how  neat  they  have  kept  the 
room.    The  following  is  an  outline  of  the  course. 

1.  Baked  apples 

2.  Apple  sauce — dish-washing 

3.  Cooking  cereal 

4.  Review  cereal — mold  it  with  fruit 

5.  Cornstarch  mold 

6.  Starch  experiments — salted  almonds 

7.  Study  of  egg — scrambling  egg 

8.  Soft  custard 

9.  Meat  cuts — pan  broiled  chops 

10.  Beef  tea — study  of  meat 

11.  Holiday  lesson — candy 

12.  Creamed  potatoes 

13.  Cream  soup — study  of  milk 

14.  Popovers 

15.  Griddle  cakes  (sour  milk) 

16.  Muffins — study  of  flour 

17.  Gingerbread 

18.  Baking  powder  biscuit 

19.  Light  omelet 

20.  Sponge  cake 

21.  Waldorf  salad  (boiled  dressing) 

22.  Lemon  jelly 

23.  Orange  charlotte 

24.  Yeast  experiments 

25.  Bread 

26.  Raised  biscuits 

27.  Visit  bakery 

28.  Butter  cake 

29.  Plan  luncheon 

30.  Luncheon  to  teachers 

31.  Review 

32.  Ice  cream 


§  ►!<!  >Z^li  ^li  >^Zi  >^  ^^Z<  >1<  ►!< 


1 


*INEiiT5 


Grade  VI. 


Malcolm  Spcnce. 


We  believe  the  love  of  the  beautiful  to  be  as  instinctive  as 
any  emotion,  "  that  art  is  an  expression  of  energ)'  in  terms  of 
beauty"  (A.  W.  Dow),  "an  artist  one  who  gives  form  to  a 
beautiful  conception"  (C.  H.  Caffin),  and  that  "a  child  has 
the  right  to  five  inheritances — religious,  literar}',  scientific, 
aesthetic,  and  institutional"  (N.  M.  Butler).  Consequently,  the 
aim  of  art  in  the  curriculum  is  to  aid  in  the  general  rounding 
out  of  the  child's  character  by  enriching  and  making  useful  the 
aesthetic  side  of  his  nature.  This  may  be  done  through  the 
development  of  appreciation  by  association  with  works  of  art 
in  the  original,  lantern  slides,  and  pictures ;  of  critical  judgment 
through  comparison  of  good  and  poor  work  in  class  criticism; 
and  of  expression  by  problems  in  line,  in  light  and  dark,  and 
in  color. 

The  subjects  for  study  are  drawn  from  the  child's  immediate 
interests,  that  is,  from  other  studies  such  as  industrial  art, 
geography,  history,  and  reading,  as  well  as  from  holiday  seasons, 
and  from  home  life.  The  method  is  adapted  to  the  child's  de- 
velopment ;  and  the  materials  are  water  color,  crayon,  cut  paper, 
stencil  wood-block,  mosaic,  clay,  brush,  charcoal,  or  pencil,  as 
best  suits  the  case,  the  object  always  being  to  help  the  child  to 
help  himself. 

In  the  first  three  grades  the  play  spirit  predominates — the 
mere  joy  of  trying  to  make  things,  and  to  make  them  beautiful 
as  well  as  useful.  The  subjects  are  taken  from  things  which 
are  a  part  of  the  child's  life  and  which  can  be  quickly  accom- 
plished, the  aim  being  to  keep  the  naive  quality  of  childhood 

156 


Fine  Arts 


157 


Grade  II.     Illustration.    Colored  Cut  Paper  (Class  Problem). 


158        Ciirricitl'.tiii   of  Horacr   }[a)in    P.lrjiioitary   School 

and  to  give  only  the  means  of  expression  which  will  make  the 
pupil's  work  as  original,  rhythmic,  and  delightful  as  primitive 
art. 

The  utilitarian  spirit  develops  later,  and  with  it  the  desire  to 
"  work  for  work's  sake,"  and  also  for  the  sake  of  the  results  to 
be  obtained.  To  meet  this  spirit,  in  the  Fourth,  Fifth,  and 
Sixth  grades  more  elaborate  problems  are  given  which  are  to 
be  utilized  in  household  and  industrial  arts,  or  in  some  other 
branch  of  study.  Between  these  longer  and  harder  problems, 
quicker,  freer  problems  are  given  for  the  relaxation  that  child 
nature  demands.  The  freehand  drawing  with  the  brush,  of 
flowers,  animals,  and  figures,  which  is  done  in  all  six  grades, 
has  been  a  most  satisfactory  feature  of  the  work,  and  produc- 
tive of  both  freedom  and  skill. 

Each  grade  has  talks  upon  pictures  and  works  of  art  appro- 
priate to  the  age  of  tlie  children  and  the  subjects  studied.  Every 
room  is  provided  with  a  permanent  art  frame  in  which  art 
subjects  are  alwa}'s  on  exhibition  and  for  which  the  two  lower 
grades  make  pictures,  from  cut  paper,  of  some  subject  in  which 
they  are  interested.  This  is  a  final  problem  and  the  result  of 
united  class  eitort. 

The  class  work  for  1912-13  is  along  the  following  lines: 


FIRST  GRADE 

Rhythm  and  color  differences  of  hue.  being  art  instincts  which 
are  unquestionably  develo])ed  early  in  child  life,  are  the  art 
principles  upon  which  most  of  the  First  (Irade  work  is  based, 
and  the  fact  is  developed  that  to  make  things  show  some  must 
be  dark  and  some  light. 

In  repeating  single  units  to  form  groups  some  child  is  cer- 
tain to  emphasize  one  unit  of  the  group,  leading  quite  naturally 
from  the  principle  of  rhxllim  to  subordination,  which  is  the  plan 
of  both  home  and  school  life,  and  from  which  the  suliject  matter 
of  this  grade  is  taken.  Rhythmic  borders  are  made  for  clay 
bowls  by  arranging  seeds  on  the  clay  and  ])re>sing  them  in. 
When  dry.  a  pattern  remains  in  intaglio.  These  arrangements 
may  be   further  developed  by   making  seed   forms   with   simple 


fine  .Irts 


159 


brush  strokes  on  paper,  from  which  more  elaborate  things,  such 
as  flowers,  animals,  and  people  in  action,  are  (leveloi)e(l  and 
used  in  illustrations  for  reading  books.  Designs  are  also  made 
for  these  books   from   little    forms   that   the   children   cut    from 


0 


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Grade    I.      Action.      Brush    Drawiiit 


colored  paper  and  arrange  in  rhythmic  patterns.  .Again,  on 
the  first  of  ]\Iay,  baskets  are  cut  and  pasted  on  a  cover,  and 
these  are  filled  with  flowers  of  the  children's  own  choice  and  cut- 
ting. Another  rhythmic  pattern  is  a  wallpaper  for  a  room  that 
the  children  fit  out. 

The  simpler  brush  stroke  objects  are  enlarged  as  the  power 
grows   to   make  larger  objects   in   outline   and    wash   drawings. 


i6o       Curriculum   of  Horace  Mann   Eloucntary  School 

The  pumpkin  seed  becomes  a  pumpkin,  and  at  Hallowe'en  a 
group  of  Jack-o-lanterns  is  made  from  cut  pa})er.  In  the  dif- 
ference between  a  jolly  and  a  sober  Jack-o-lantern  comes  the 
first  lesson  in  facial  expression.  The  orange  famil_\-  will  be 
cut  from  colored  ])a])er  and  arranged  on  ]dalc>  cut  liy  the 
children.     Later,  it  will  be  followed  to  its  native  land  and  i)ainted 


u 

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II 

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i'J.    V.    V.    r    fv  'tt  4? 

i^   W   **  •<  f^  „  0^  I 


.nima 


dratk'    I.      Ivlntlini.      llnisli    hrawiii.i^    in    Color, 


growing  on  the  branch.  The  Christmas  trees  used  in  designs 
for  Christmas  cards  will  be  made  to  grow  in  grou]:)s  on  their 
native  heath  of  snow.  "  Raggylug."  the  "  Country  and  City 
Mouse,"  squirrels,  and  other  animals,  are  carried  through  a  suc- 
cession of  antics  to  a  final  clas-  com])ositinn  in  cut  ])apcr  for  the 
art  frame  of  this  grade. 


Fine  Arts 


i6i 


The  imitative  faculty,  another  instinct  strongly  developed  in 
little  children,  is  allowed  full  sway  in  the  representation  of 
realistic  forms.  Form  heing  of  a  most  s}niholic  character  in 
the  expression  of  a  tirst  grade  child,  the  teacher  often  paints 
with  the  children  in  these  exercises,  and  the  originality  of  the 
child  naturally  asserts  itself,  producing  some  delightful  varia- 
tions of  the  original  suhject. 

In  order  to  meet  the  childish  love  for  coloring  pictures,  hecto- 
graphed  copies  of  good  and  appropriate  subjects  are  sometimes 
given  to  the  children  at  holiday  seasons,  such  as  a  holly  branch 
at  Christmas  time,  or  a  butterfly  for  Easter. 

The  materials  most  used  are  water  colors,  clay,  and  colored 
cravons. 


Grade  I.     Hallowe'en  Night.     An  Arrangement  in  Cut   Paper 


SECOND  GRADE 

In  the  Second  Grade,  the  problems  are  of  much  the  same 
character  as  in  the  First  Grade,  difl:'ering  more  in  subject  matter 
and  in  variety  of  shapes  and  arrangetnent  than  in  art  prin- 
ciples. Color  is  emphasized  here,  as  in  the  earlier  grade. 
Shepherd  life,  Indian  life,  early  days  in  Manhattan,  and  the 
industries  these  subjects  include,  as  well  as  conditions  imme- 
diately surrounding  the  children,  form  the  source  of  subject 
matter. 

The  rhythmic  borders  are  arrangements  of  objects  chosen  by 
the  child   (animals  made  by  brush  strokes,  or  objects  cut  from 


i62        Curricnhiui    of  Horace   Mann    FJcincnfary   School 


colored  paper),  and  used  for  patterns  on  the  books  they  make, 
or  for  portfohos  for  school  \vork,  and  Christmas  cards.  Gar- 
den-making is  used  in  the  spring  as  a  subject  for  a  portfolio 
cover.      Each    child     cuts     from    colored     pa|)er   the   particular 


fffffff 


Grade    II.      Gardens.      C()l<ired    Cut    I'aper. 

kinds  of  flowers  desired  for  his  garden,  and  pastes  them  on 
the  dark  brown  cover  as  he  would  ])lant  them  in  the  newly 
turned   earth.     The   result   of   this   is   most    satisfactory. 

In  the  fall,  apple  and  ])ear  shapes  are  studied  on  the  branch. 
and  the  drawing  is  used  as  a  ])attern  for  a  tile  made  in  the 
industrial    art    work.      Later,    the    pears    and    apples    found    in 


J'inc  .Irts 


163 


city  groceries  are  painted,  and  also  cut  from  colored  paper  and 
arranged  in  a  basket  of  the  child's  design  and  decoration  at 
Thanksgiving  time. 

One  division  of  this  grade  makes  a  frieze  of  cut  paper  for 
the  class-room  wall,  representing  an  Indian  village,  while  the 
other  division  makes  a  pueblo  for  the  class-room  frame.     Other 


Grade  II.     Baskets  of  Fruit.     Arrangement  in  Colored  Cut  Paper. 


subjects  studied  this  year  are  the  following:  a  straight  line 
rug  pattern  for  the  weaving ;  a  snowman  in  a  winter  landscape ; 
the  difference  between  sunny  and  gray  days;  trees  in  summer 
and  autumn  ;  and  animals  belonging  to  shepherd  life. 

Some  holiday  subjects  are  a  turkey  painted  at  Thanksgiving 
time ;  Denslow's  "  Santa  Claus,"  at  the  Christmas  season  ;  and. 
for  Easter,  Okio's  "  Familv  of  Chickens." 


i04       Ciirricnhim   of  Horace  Mann  Elcmoitary  School 


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Grade  II.     Designs  for  Rugs.     Colored  Cut  Paper. 


THIRD  GRADE 

In  the  Third  Grade  the  subject  matter  is  expressed  with 
more  art  values.  A  beginning  is  made  in  calling  the  various 
means  of  expression  by  their  names.  Definite  problems  are 
given  in  the  choice  of  line  arrangements,  in  two  or  three  values 
of  dark-and-light,  and  in  a  rounding-up  of  elementary  color 
combinations.  I'aper  cutting  is  here  exchanged  for  outline 
drawing,  and  only  used  as  a  means  of  ]irocuring  an  outline  in 
repeating  patterns.  Water  color  is  most  used,  and  colored 
crayon  and  charcoal  as  needed. 

Emphasis  is  put  upon  the  child's  own  experience.     The  rh}th- 


i66       Ciirriciilitiii   of  Horace  Mann   FJoncntary  School 


I 


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Grade  III.     ]-"ire  Department.     Original  Brush  Drawing  in  Color. 


Fine  Arts 


167 


mic  patterns  are  the  child's  choice  in  subject,  design,  and  ar- 
rangement. A  centered  pattern  is  made  for  a  tile  to  be  exe- 
cuted in  blue  and  white  underglaze  in  the  industrial  art  class, 
using  a  unit  which  represents  the  thing  the  child  liked  best 
during  the  sunnncr  vacation.  A  border  ])altcrn  is  made  for 
the  cover  of  a  book  of  poems.  Dutch  life  and  masterpieces 
are  studied  in  connection  with  the  history  and  customs  of  Hol- 
land and  early  New  York. 

Children  in  action  are  a  special  study  in  the  Third  Grade. 
Brush-stroke  girls  and  boys  sliding  and  skating  are  painted 
during  the  winter  season  in  either  local  or  Dutch  landscapes, 
in  bright,  gray  or  stormy  weather  ;  likewise  the  actions  of  the 
Fire  Department  arc  represented  in  relation  to  the  study  of 
New  York  City.  The  brush-stroke  people  are  later  enlarged 
to  drawings  in  outline  or  colored  wash,  citlier  from  schoolmates 


Grades   II  and   III.     Roof    School.     "  Moonlight  on   Roof."'     Subordina- 
tion in   Dark   and   Light. 


168       CnryicnUim   of  Horace  Mann   Elementary  School 

or  from  models.  Mowers  both  w  ild  and  cultivated  are  painted 
in  connection  with  natnre-.-tudw  The  cuw  in  a  spring-  land- 
scape illustrates  the  source  of  the  pure  milk  supply. 

At  Christmas  time  these  children  write  a  Christmas  verse 
for  their  parents  in  their  best  handwriting,  for  w^hich  they 
make  a  cover  decorated  with  Christmas  trees.  The  Easter  les- 
son is  a  lily  ])ainted  from  a  suljject,  or  a  hectogra])hcd  model  filled 
in  with  color. 

FOl'RTH   GRADE 

The  children  of  this  grade  show  a  marked  desire  and  ability 
for  a  n)ore  grown-up  point  of  view,  and  this  is  made  a  turning 
point  in  elementar\-  art.  Emphasis  is  put  upon  the  child's  doing 
well  what  he  desires  to  express,  and  learning  the  means  good 
artists  have  used.  ]\Iuch  more  time  is  taken  to  develop  some 
of  the  problems,  which  are  made  definite  ones  in  line  spacing 
of  rhythm  and  subordination ;  dark-and-light  massing  of  two 
or  three  values,  and  the  etlect  of  tone;  color,  the  theory  and 
color  difi:"erences  of  hue,  dark-and-light,  and  intensity.  These 
are  worked  out  as  the  application  demands  their  use,  and  the 
response  of  the  grade  to  this  method  is  most  encouraging. 

One  problem  is  a  design  for  a  plate,  with  both  center  and 
border,  the  kind  of  pattern  and  the  unit  used  being  the  child's 
choice  and  caretully  adapted  to  the  spaces  already  prepared  in 
the  plate  each  child  has  made.  In  connection  wdth  this  a  trip 
is  taken  to  the  ^Metropolitan  Museum  to  see  the  plates  there, 
and  collections  of  Persian.  Spanish,  Italian,  Japanese,  and  mod- 
ern ])lates  in  other  museums  are  studied  from  photographs. 
Another  interesting  industrial  problem  is  a  rug  pattern  made 
for  weaving,  in  which  the  choice  of  spaces  and  colors  is  worked 
out  as  an  art  problem. 

X'egetables  from  the  garden  ]:)lanted  in  the  spring  are  sub- 
jects of  study  in  line  spacing  and  color,  while  water-color  draw- 
ings are  made  at  Christmas  and  Easter  of  the  flowers  in  season. 
Printing  is  taken  up  in  connection  with  a  cover  for  a  magazine 
produced  by  the  children ;  Xew  York  streets  are  studied  in 
comparison  with  country  roads  ;  and  a  lecture  on  the  Parthenon, 
given  by  the  head  of  the  Fine  Arts  Department  at  Teachers 
College  in  connection  with  the  siud\-  of  Greek  art  and  history, 
is  an  event  in  the  vear's  work. 


Fine  Arts 


169 


170       Cnry'icnlnm   of  Horace   Mann    FJcuicnlary  School 


Fine  Arts 
FIFTH  GRADE 


171 


The  principal  problems  of  this  grade  are  dcsig-ns  for  useful 
articles  which  will  be  materialized  in  industrial  art  work. 
Rhythm  and  sul)urdination  of  line  are  reviewed  and  ap])lie(l  in 
a  design  for  a  vase  shape.  Symmetrical  spacing  is  studied  in 
a   centered   design    for   a   square   mosaic,   to   be   carried   out   in 


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Grade  V.     Design   for  Mosaic.     Colored   Cut   Paper. 

paper  of  three  values  and  of  three  or  four  hues.  'Ilie  l)est  of 
these  designs  are  chosen  to  be  made  in  the  industrial  art  class 
of  pottery  and  used  to  decorate  the  roof  school,  being  a  weather 
proof  material.  The  same  design  is  re-adapted  to  an  (»l)long 
rug  border  pattern  carried  out  in  colored  crayon  ujxtn  toned 
paper.  The  color  problem  being,  tone  in  three  hues,  four  \alues, 
and  the  developed  necessity  of  a  difference  in  intensity. 


172 


Ciirriciiluiii   of  Horace  Mann   FJoncnfary  School 


Our  museums,  with  their  good  illustrations  in  pottery,  rugs, 
and  mosaics,  and  a  trip  to  St.  John's  Cathedral  to  see  mosaics. 
are  points  in  the  study  of  Xew  York  City ;  while  the  mosaics 
of  St.  IMark's  in  A'enicc.  the  Taj  Mahal  in  India.  Ravenna. 
Siena.  Rome,  and  Florence,  arc  studied  in  comparison.     A'enice 


Grade  V.     Action.     Brush  Drawiii"  in  Black. 


is  studied  by  means  of  photographs  and  lantern  slides  in  its 
connection  with  the  ( )rient  and  the  roulting  influence  upon  the 
art  of  Europe,  and  the  great  (iuihic  cathedrals  and  their 
sculptures,  in  connection  with  mediae\al  histor}-.  In  connection 
with  nature-study,  birds  form  a  subject  of  special  attention, 
first  as  to  line  harmony,  and  later  in  dark-and-light.  and  color 


Fine  Arts  173 

composition.     These  drawings  are  made  entirely  with  the  brush. 
Brush  (h-awings  in  color  are  also  made  of  Howcrs  in  season. 


Grade  V.     Flower  Arrangements.     Brush   Drawing  in  Color. 

SIXTH   GRADE 

The  Sixth  Grade,  which  is  the  last  year  of  the  first  half 
of  a  child's  school  life,  is  made  a  rounding-up  place  for  art 
principles  from  an  elementary  point  of  view.  The  principles 
of  good  line  spacing,  dark-and-light  massing,  and  five  differ- 
ences in  hue,  dark-and-light,  and  intense  coloring,  are  brought 
into  the  problems  of  the  year. 

The  keynote  of  the  historical  study  in  this  grade  being  mod- 
ern, the  art  work  follows  this  lead  in  the  selection  of  subject 
matter.  In  connection  w'ith  the  study  of  New  York  City,  some 
of  the  principal  works  of  art  of  this  city  are  taken  up,  also 
certain  phases  of  art  in  the  colonial  period,  and  some  of  the 
great  examples  of  the  Renaissance  are  used  as  a  background 
for  modern  art.     Fine  opportunity  for  study  of  perspective,  as 


174       Citrriciiliini   of  Horace  Maim   Elementary  School 


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Grade  VI     Portfolio.     Cutting  and  Pasting. 


1/8       Curricithtiii   of  Horace  Mann    Elcmcniary  School 

shown  in  houses  in  (hlYerent  positions,  is  found  in  the  drawing 
and  comparison  of  Xew'  York  streets  and  those  of  mediaeval 
and  country  towns.  These  are  carried  into  dark-and-hght,  and 
color.  The  perspective  of  the  circle  also  comes  in  the  study  of 
certain  flowers  seen  full  front,  three-quarters,  and  side  view ; 
in  the  poinsettia  at  Christmas  time,  and  in  the  lily  at  Easter. 

A  suhstantial  jiortfolio  for  school  jiapers  is  a  favorite  prob- 
lem in  construction.  The  children  make  designs  for  their  own 
stenciled  end  i)a])ers  and,  for  the  cover,  a  coat-of-arms  of  sym- 
bols whose  meanings  lie  close  to  their  own  interests.  Lettering 
is  taken  up  in  initials  designed  for  the  covers  of  their  art  port- 
folios, and  the  boys  also  use  these  on  paper  w^eights  cast  in 
their  industrial  art  work.  Lettering  is  also  used  in  making 
posters.  Figure  drawing  in  sketches  of  schoolmates,  colonial 
figures,  and  copies  of  good  models,  is  done  by  this  grade.  De- 
signs are  made  for  clock  cases,  which  are  worked  out  in  the 
industrial  art  class  by  the  boys,  who  also  frame  one  of  their 
best  sketches  for  the  year ;  while  the  girls  design  patterns  for 
a  desk-i)ad  and  penwiper  embroidered  in  their  domestic  art 
work. 

The  geographical  ^tudy  of  Egypt  is  supplemented  with  the 
colored  illustrations  of  that  country  by  Jules  Guerin,  and  a 
lecture  on  the  art  of  Egypt  is  given  by  the  head  of  the  Fine 
Arts  Department  of  Teachers  College.  Collections  of  good 
Coptic,  Gothic,  and  modern  designs  are  made  and  given  to 
these  children  to  study  as  illustrations  of  the  ways  in  which 
others  have   successfully  solved  their  own  problems. 


Fine  Arts  179 

Summary  of  an  Illustrated  Christmas  Lecture 

The  main  thought  that  we  aim  to  express  is  that  it  is  not 
merely  a  peaceful  subject  which  gives  the  restful  feeling  in  art, 
but  the  harmonious  relation  of  the  lines,  dark  and  light  masses, 
and  colors.  Opposing  lines  produce  restlessness,  and  when  these 
lines  are  in  extreme  opposition  they  give  a  feeling  of  violence 
or  war. 

This  idea  is  presented  through  the  following  pictures: 
War :    Illustrated  in  opposing  lines. 

Metopes  of  the  Parthenon— Xalional  Gallery,  London. 

Carved  Chest  End  of  XVI  Century — 70  Cluny  Museum. 

War — Winslow  Homer. 

Peace :    Illustrated  in  repeating  lines. 

Bearers  of  Wine  Vessels — Parthenon  Frieze. 

Sheep — Mauve,  ^Metropolitan  Museum. 

Presentation    of    the    Virgin — Giotto,    Santa    Maria    Novella, 

Florence. 
Morning — Corot,  Louvre. 

Nativities.  ,        • 

Holy  Night — Maratta,  Dresden  Gallery. 
Holy  Night — Correggio,  Dresden  Gallery. 
Nativity — Francesca,  National  Gallery. 

Adoration  of  the  Magi — Gozzoli,  Riccardi  Palace.  Pdorence. 
Presentation    in    the    Temple — Rembrandt,    Mauritshuis,    The 
Hague. 

Madonnas. 

Sistine  Madonna — Ra])hael,  Dresden  Gallery. 
Myer  Madonna — Holbein,  Dresden  Gallery. 
Madonna  and  Child — Botticelli,  Louvre. 
Madonna  of  the  Rabbit — Titian,  Louvre. 
Portrait  of  Lady  with  a  Child — Romney,  National  Gallery. 
Elizabeth  Van  der  Meersh  and  Her  Four  Daughters    (detail 
from  Baptism  of  Christ) — David,  Museum,  Bruges. 

Angels. 

Angels   Cdetail  from  Assumption) — Titian,  Academy,  Venice. 
Angels     (detail     from     Frari     Madonna) — Giovanni     Bellini, 
Venice. 


i8o       Curriculuni  of  Horace  Mann   Elementary  School 

Lute  Player  (detail  from  Presentation  in  Temple) — Carpaccio, 
Academy,  \'enice. 
Jolly   People,  like   Santa  Claus. 

Xurse  and  Child — Hals,   1^'redericlis  IMuseum.  Berlin. 

Laughing  Cavalier — Hals,  \\'allace  Collection,  London. 

Miss  P)0\vles — Reynolds.  Wallace  Collection,  London. 

Helena  \'an  der  Schalk — Ter   I'xirch,  Rijks  Museum,  Amster- 
dam. 

"Good   Papa  Corot." 

Bon    Bock— Manet. 
Peace   in    a    Landscape. 

Snow   Scene — lliroshige. 
Peace  in  a  Home. 

Portrait  of  My  Mother — W'luAtler,  Luxembourg,  Paris. 
Peace  WMth  a  Saint. 

St.    Genevieve    Watching   over    the    Sleeping    City — Puvis    de 
Chavannes,  Pantheon,   Paris. 
Peace  and  Good  W^ill  in  an  Old  Man's  Face. 

W'alt  W'hitman — John  Alexander,  Metropolitan  Museum. 


PHYSICAL  EDUCATION 

The  work  in  Physical  Education  is  required  of  all  pupils  and 
is  conducted  by  specially  trained  teachers  in  the  various  gym- 
nasiums of  the  school.  The  time  assignment  is  five  twenty- 
minute  periods  per  week  for  grades  one  and  two,  four  twenty- 
minute  periods  for  grades  three  and  four,  and  three  thirty-five- 
minute  periods  for  grades  five,  six,  and  seven.  The  boys  and 
girls  are  taught  together  in  the  first  four  grades,  but  in  separate 
classes  in  the  other  grades.  A  thorough  physical  examination 
is  given  to  each  pupil  by  the  school  physician  at  least  once  a 
year.  If  this  examination  shows  that  the  child's  physical  con- 
dition is  such  that  he  should  not  participate  in  the  regular  gym- 
nastic work  of  his  class,  the  teacher  is  notified  and  the  parent 
is  advised  to  provide  special  corrective  treatment  or  exercises. 
Likewise,  any  facts  that  the  class-room  teacher  or  the  gymnasium 
instructor  should  know  are  reported  to  her. 

FIRST,  SECOND,  THIRD,  AND  FOURTH  GRADES 

The  physical  activity  in  the  first  four  grades  is  furnished  by 
games,  dancing,  apparatus  work,  freehand  exercises,  and  march- 
ing. More  than  half  the  time  is  devoted  to  games  and  dancing, 
the  game  form  being  used  in  the  apparatus  work  also.  The 
object  of  the  apparatus  work  is  to  develop  control  of  the  body 
with  reference  to  external  objects.  However,  this  work  is 
limited  because  it  keeps  so  few  children  active  at  a  time.  Special 
emphasis  is  placed  on  rope  climbing  and  practically  all  the  chil- 
dren learn  to  climb  before  the  end  of  the  fourth  year.  About 
five  minutes  a  day  is  devoted  to  freehand  exercises  which  are 
accompanied  by  music.  These  exercises  are  chosen  from  activi- 
ties within  the  child's  experience,  while  in  the  third  and  fourth 
grades  such  exercises  are  chosen,  so  far  as  possible,  as  will 
increase  proficiency  in  the  games  of  skill,  in  dancing,  and  in 
apparatus  work.     All  the  exercises  are  used  as  a  means  to  an 

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1 82       Curriculum  of  Horace  Mann  Elementary  School 

end.  Throughout  all  the  work  attention  is  given  to  the  cor- 
rection of  faulty  posture  and  to  the  physiological  effect  of  the 
exercises.  I^^Iarching  is  also  used  with  special  attention  to 
carriage. 

Balance  exercises  are  used  to  a  great  extent.  In  a  balance 
exercise  the  body  naturally  takes  a  correct  position  without  con- 
sciousness of  any  particular  part  of  the  body.  Constant  use  of 
such  exercises  has  been  found  very  helpful  in  gaining  good 
carriage. 

Through  the  grades,  especially  in  the  first  and  second  years, 
the  work  is  correlated  with  the  music  and  reading  work  wher- 
ever possible.  For  instance,  one  year  the  First  Grade  dramatized 
"  Cinderella,"  the  "  Pied  Piper,"  and  a  little  fairy  tale  of  the 
"  Elves  and  the  Dwarfs  "  which  they  had  been  reading.  In  the 
song  recital  at  the  end  of  the  year,  the  songs  were  accompanied 
by  pantomime  worked  out  in  the  gymnasium.  The  Second  Grade 
interpreted  nurser}^  rhymes  such  as  "  The  King  of  France," 
"  Mistress  Mary,"  and  "  Little-Bo-Peep." 

FIFTH,   SIXTH,   AND    SEVENTH    GRADES:   BOYS 

The  gymnasium  work  for  the  boys  of  the  grammar  grades 
consists  of  marching,  calisthenics,  and  games.  The  corrective 
aspects  of  the  calisthenics  drills  receive  special  attention.  More 
than  half  the  time  is  devoted  to  games,  and  this  emphasis  is 
justified  not  only  by  the  splendid  exercise  afforded  by  the  games, 
but  by  the  opportunity  they  give  for  the  development  of  honor, 
fairness,  and  team  spirit.  The  boys  of  the  Sixth  and  Seventh 
grades  may  spend  one  period  each  week  in  the  swimming  pool. 

Two  afternoons  each  week  optional  work  of  a  recreative 
nature  is  open  to  the  boys  of  these  grades.  In  the  fall  and 
spring  this  time  is  spent  on  the  athletic  field  in  the  seasonal 
games  and  sports,  while  during  the  winter  months  their  atten- 
tion is  centered  on  basketball. 

FIFTH,  SIXTH,  AND  SEVENTH  GRADES :   GIRLS 

The  physical  education  of  the  girls  of  the  grammar  grades 
involves  several  forms  of  activity,  such  as  freehand  exercises, 
simple  apparatus  work,  plays,  games,  and  dancing. 


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